ACADEMIC ACHIEVEMENT AND THINKING STYLES AMONG GRADE TEN STUDENTS IN SELECTED ISLAMIC PRIVATE SCHOOLS IN SOUTHERN THAILAND BY NASNEEN PATCHANEE A dissertation submitted in fulfilment of the requirement for the degree of Master in Education Kulliyyah of Education International Islamic University Malaysia SEPTEMBER 2017
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ACADEMIC ACHIEVEMENT AND THINKING STYLES
AMONG GRADE TEN STUDENTS IN SELECTED
ISLAMIC PRIVATE SCHOOLS IN SOUTHERN
THAILAND
BY
NASNEEN PATCHANEE
A dissertation submitted in fulfilment of the requirement for
Researchers have been investigating various factors for differences in academic
achievement among students besides the emphasis on cognitive intelligence. In fact, it
has been found that academic achievement is not determined by cognitive intelligence
alone. Among the factors that are thought to contribute to students‘ success and
academic achievement is thinking style. It stems from the belief that people have
similar patterns in governing themselves just like society does. Studies have shown
that people have different thinking styles – legislative, executive, and judicial style
which do affect the way they prefer to do their tasks. Legislative style is considered as
creative thinking, executive style is viewed as following instruction, and judicial style
is represented as critical thinking. It has been found that students from Islamic private
schools in southern Thailand, in general, do not perform well in public examinations.
Hence, this study investigated the thinking styles of three categories of students and
their relationship to academic achievement. Three groups of academic achievers
among students from 3 selected Islamic private schools in Nakhonsrithammarat – in
upper southern Thailand were identified as the sample. It comprised 158 grade ten
students and the three groups were classified into low achievers (N=36), average
achievers (N=102), and high achievers (N=20) based on the Ordinary National
Educational Test (O-NET) score. The sample was obtained using stratified random
sampling for low and average achievers while purposive sampling was used for high
achievers. The descriptive statistics, multiple regression analysis, and Sternberg‘s
interpretation of the MSG scores were used in analyzing the data. The results reveal
that the executive style was the predominant thinking style exhibited by all groups of
academic achievers. Additionally, the judiciary style was the prevailing thinking style
displayed by male students while the executive style was the most noticeable style
presented by female students. Furthermore, only the legislative thinking style was
found to be an indicator towards students‘ levels of academic achievement. However,
it was a weak one.
iii
خلاصة البحث
يهدف هذا البحث إلى الكشف عن فوارق التحصيل العلمي بين الطلاب إلى جانب التركيز بل من . في الواقع، التحصيل الدراسي وحده لا يحدده الذكاء المعرفي فقط. على الذكاء المعرفي
ويعتقد أن . الدراسي هو نمط التفكيرهمالعوامل التي يعتقد أنها تسهم في نجاح الطلبة وتحصيلفقد أظهرت الدراسات أن . الناس لديهم أنماط مماثلة في الإدارة نفسها تماما مثل أي مجتمع
التشريعية والتنفيذية والقضائية، تؤثر على الطريقة التي – الناس لديهم أنماط تفكير مختلفة فالنمط التشريعي يمثل التفكير الإبداعي، والنمط التنفيذي يمثل .يفضلونها في القيام بمهامهم
وقد وجد أن الطلاب في المدارس . تنفيذ التعليمات، والنمط القضائي يمثل التفكير النقدي. في الامتحانات العامةأداؤهم غير جيدالخاصة الإسلامية في جنوب تايلاند، بشكل عام،
ة ومن ثم فهذه الدراسة تهدف لمعرفة أنماط التفكير لدى ثلاث فئات من الطلاب وعلاق 3 من الناجحينوتم تحديد ثلاث مجموعات من الطلاب . الأكاديميهمبتحصيلذلك
جنوب تايلاند كعينة للدراسة بلغت –مدارس إسلامية خاصة في مقاطعة ناخونسريثامارات قد صنفت المجموعات الثلاث إلى ثلاثة مستويات؛ مستوى و. طالبا من الصف العاشر158وذلك (N=20)، ومستوى متفوق (N=102)، ومستوى متوسط (N=36)متدني
وتم اختيار العينة باستخدام العينة ". اديعتياختبار التربية الوطنية الا"استناداً إلى تصنيف العشوائية الطبقية للمستويين المتدني والمتوسط، بينما استخدمت العينة الهادفة لاختيار
، وتفسير ستيرنبرغ "الانحدار المتعدد"استخدم الإحصاء الوصفي وتحليل تم و. المتفوقينMSGوأوضحت النتائج أن النمط التنفيذي هو نمط التفكير السائد . في تحليل البيانات
إضافة إلى ذلك، كان أسلوب السلطة . لدى كل فئات الطلبة في التحصيل الأكاديميالقضائية هو الأسلوب السائد في التفكير لدى الطلبة الذكور، بينما كان النمط التنفيذي
علاوة على ذلك، وجدت الدراسة أن نمط التفكير . هو النمط السائد لدى الطالباتلذلك، يعتبر مؤشرا . التشريعي يعتبر مؤشرا نحو مستويات الطلبة في التحصيل الدراسي
.ضعيفا
iv
APPROVAL PAGE
I certify that I have supervised and read this study and that in my opinion, it conforms
to acceptable standards of scholarly presentation and is fully adequate, in scope and
quality, as a dissertation for the degree of Master of Education.
…………………………………..
Rosnani Hashim
Supervisor
I certify that I have read this study and that in my opinion it conforms to acceptable
standards of scholarly presentation and is fully adequate, in scope and quality, as a
dissertation for the degree of Master of Education.
…………………………………..
Merah Souad
Examiner
This dissertation was submitted to the Department of Social Foundations and
Educational Leadership and is accepted as a fulfilment of the requirement for the
degree of Master of Education.
…………………………………..
Azam Othman
Head, Department of Social
Foundations and Educational
Leadership
This dissertation was submitted to the Kulliyyah of Education and is accepted as a
fulfilment of the requirement for the degree of Master of Education.
…………………………………..
Hairuddin Mohd Ali
Dean, Kulliyyah of Education
v
DECLARATION
I hereby declare that this dissertation is the result of my own investigations, except
where otherwise stated. I also declare that it has not been previously or concurrently
submitted as a whole for any other degrees at IIUM or other institutions.
No part of this unpublished research may be reproduced, stored in a retrieval system,
or transmitted, in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise without prior written permission of the copyright holder
except as provided below
1. Any material contained in or derived from this unpublished research may
be used by others in their writing with due acknowledgement.
2. IIUM or its library will have the right to make and transmit copies (print
or electronic) for institutional and academic purposes.
3. The IIUM library will have the right to make, store in a retrieved system
and supply copies of this unpublished research if requested by other
universities and research libraries.
By signing this form, I acknowledged that I have read and understand the IIUM
Intellectual Property Right and Commercialization policy.
Affirmed by Nasneen Patchanee
……..…………………….. ………………………..
Signature Date
vii
This thesis is dedicated to:
My mother; Fathimah, My dad; Ahmad,
My brother; Sadiqeen, my niece; Zilmee
This work could have never been completed without their endless support,
encouragement and inspiration
viii
ACKNOWLEDGEMENTS
All praise and thanks are to Allah Sub'hanahu wa Ta'ala for bestowing me His
abundant blessings, mercy, help, and guidance in completing this work. As I always
tell those who are around me, that if one day they see me graduate, know that it‘s the
Mercy of Allah sent to me for without it I could never accomplish this.
A number of people have provided guidance, support, and encouragement to
me as I have walked on this academic route and throughout the process of developing
and completing this thesis. I would like to acknowledge the many people who have
supported and guided me throughout my journey.
First and foremost, I would like to acknowledge and thank Prof. Dr. Rosnani
Hashim for readily accepting to be my supervisor and for her generosity of time,
expert guidance, invaluable advice, unfailing support and extensive knowledge. I am
grateful to have a chance to work with her and to be under her supervision. She is a
caring teacher who has never failed in trying to understand my needs and extending
help to me to get through the tough and complicated situation.
Besides, I would also like to thank the other kind lecturers who have lent their
hands and guided me to overcome certain obstacles. Thank you, Asst. Prof. Dr. Merah
Souad, Assoc. Prof. Dr. Suhailah Hussien, Assoc. Prof. Dr. Burhan Ibrahim and
Mr.Thomas Hodgson, for their thorough and precious suggestions for my thesis.
Moreover, I must also thank the three selected Islamic private schools in
Nakhonsrithammarat province: Almuwahidin School, Islamic Santitham Foundation
School, and Prateepsasana Islamic Schoolfor allowing me to conduct the study and
distribute the questionnaire. This research could not have been accomplished without
their kind cooperation.
In addition, throughout this process, I have been sustained by the love and
support of my family and friends. Their consistent support, patience, and love given to
me are gifts themselves. To my dear parents, thank you for always being there for me,
without your prayers, understanding, endurance, love, and caring along the way, I
would never have come this far. Special thanks go to my friends, sisters, and brothers
who believe in me more than I ever believed in myself: sister Dayang, Nawal, Azlina,
Nurul, Muna, Sharmeen, Jannah, Najwa, Yusra, Ibe Toyebi as well as brother Majid
and AbdulFatai. My heartfelt thanks to my loving second family in Malaysia: Pakcik
Khairi and Makcik Hidah who always recharged my power to be full again with their
precious nasihat and support. Last but not least, I wish to thank all education staff for
bearing with me, easing the way for me through the processes needed to get things
done and helping me to achieve this degree.
May Allah (S.W.T.) grant His abounding love to us all, ease us to contribute
what we have gained from education to mankind and continually guide us to His right
pat.
ix
TABLE OF CONTENTS
Abstract .........................................................................................................................ii Abstract in Arabic .........................................................................................................iii Approval Page ...............................................................................................................iv Declaration ....................................................................................................................iv Copyright Page..............................................................................................................vi Dedication .....................................................................................................................vii Acknowledgements .......................................................................................................vii List of Tables ................................................................................................................xi List of Figures ...............................................................................................................xiiii
CHAPTER ONE: INTRODUCTION ......................................................................1 1.1 Background of the Study ............................................................................1 1.2 Statement of the Problem ............................................................................3 1.3 Purpose of the Study ...................................................................................6 1.4 Research Questions .....................................................................................6 1.5 Hypotheses ..................................................................................................6 1.6 Significance of the Study ............................................................................7 1.7 Delimitations of the Study ..........................................................................8 1.8 Theoretical Framework ...............................................................................10 1.9 Operational Definitions ...............................................................................11 1.10 Chapter Summary ....................................................................................12
2.2.1 Definition of Academic Achievement ...............................................14 2.2.2 Importance of Academic Achievement .............................................17 2.2.3 O-NET as an Academic Achievement of the Study ..........................18 2.2.4 Factors Affecting Academic Achievement ........................................19
2.3.1 Thinking Styles by Sternberg.............................................................30 2.3.2 Related Research on Sternberg‘s Thinking Styles .............................33 2.3.3 Thinking Styles in Thailand ...............................................................38
2.4 Thinking Styles and Academic Achievement .............................................41 2.5 Thinking Styles and Academic Achievement in Thailand .........................43 2.6 Three Thinking Styles Targeted ..................................................................71 2.7 Chapter Summary .......................................................................................71
CHAPTER THREE: METHODOLOGY ................................................................74 3.1 Introduction .................................................................................................74 3.2 Research Design..........................................................................................74 3.3 Population ...................................................................................................75
3.4 Sample Size and Sampling Technique ........................................................76 3.5 Instrument ...................................................................................................78
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3.6 Validity and The Reliability of the Instrument ...........................................82 3.7 Data Collection Procedure ..........................................................................83 3.8 Data Analysis ..............................................................................................84 3.9 Chapter Summary .......................................................................................85
4.3.5.2 Thinking Styles and Genders .................................................107
4.4 Best Predictor for Levels of Achievement ..................................................109 4.5 Discussion ...................................................................................................112 4.6 Conclusion ..................................................................................................114