A Causal Model Development on Effectiveness of English Skills Encouragement for Lower Secondary School in Pathum Thani Province

Abstract

The purposes of this research were 1) to study factors for English skills encouragement, 2) to develop a model for the effectiveness of English skills encouragement, and 3) to validate the causal model on the effectiveness of English skills encouragement of lower secondary school in Pathum Thani Province with empirical data. Mixed methods research was used for research design. The key informants were 12 administrators and teachers of lower secondary schools, and the sample group was 100 students in lower secondary schools. Research tools were interview form and questionnaires. Qualitative data was analyzed by analytic induction whereas quantitative data were analyzed by descriptive statistic, Pearson correlation coefficient, and advanced statistics of structural equation model (SEM). Results showed that 1) there were 2 factors for English skills encouragement which were external factors and internal factors. External factors were curriculum, activities, teaching methods, and assessment whereas internal factors were motivation, discipline, attention, and self-esteem. Iddhipāda IV was also a factor that has been synthesized from Buddhist principles in order to integrate for English skills encouragement. 2) The model for the effectiveness of English skills encouragement consisted of 4 latent variables and 16 observed variables. There are 2 exogenous latent variables which are 1) external factors that can be measured by 4 observed variables consisted of curriculum, activities, teaching methods, and assessment; 2) internal factors that can be measured by motivation, discipline, attention, and self-esteem. There are 2 endogenous latent variables which are 1) Iddhipāda IV that can be measured by 4 observed variables consisted aspiration, effort, active thought, and investigation; 2) Effectiveness of English skills encouragement that can be measured by 4 observed variables consisted listening skill, speaking skill, reading skill, and writing skill. 3) The causal model on the effectiveness of English skills encouragement fit with empirical data. The results were Chi-square (χ2) =117.39, df = 94, p = .052, GFI = .962, AGFI = .951, RMSEA = .050 and the variation in the effectiveness of English language skills encouragement was 94.30 percent. The model also showed that Iddhipāda IV was a mediator which can be applied of designing learning activities for English skills encouragement.