Factors Influencing the English and Technology Learning Practices and Success of Bachelor Students Who Passed the MSU English Exit- Exam and MSU IT Exit Exam, Mahasarakham University.
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Abstract
This research aimed to: 1) study the factors affecting English language learning among undergraduate students who passed the MSU English Exit-Exam, and 2) identify factors influencing technology learning among undergraduate students who passed the MSU IT Exit-Exam at Mahasarakham University. A quantitative research method was employed. The sample consisted of 419 undergraduate students from the academic year 2024, divided into 258 students who passed the English proficiency criteria and 161 students who passed the technology proficiency criteria. The sample was obtained through quota sampling, with data collected via an online questionnaire using Google Forms sent by email. The research instruments included a questionnaire on factors affecting English language learning among undergraduate students who passed the MSU English Exit-Exam, comprising five aspects: learning environment, learning motivation, self-confidence, attitude towards learning, and learning behavior. Additionally, a questionnaire on factors affecting technology learning among undergraduate students who passed the MSU IT Exit-Exam at Mahasarakham University was used, consisting of three aspects: personal factors, learning environment, and instructors. The statistics used in the research were percentage, mean, and standard deviation. The research findings revealed that Factors Affecting English Language Learning for MSU English Exit-Exam Passers, by overall, students from the Humanities and Social Sciences group expressed a high level of agreement ( = 4.00). The Science and Technology group also showed a high overall level of agreement (
= 4.04) across all aspects. The Health Sciences group had a high overall level of agreement (
= 3.79). Factors Affecting Technology Learning for MSU IT Exit-Exam Passers at Mahasarakham University, by overall, students from the Humanities and Social Sciences group expressed a high level of agreement (
= 4.07). The Science and Technology group also showed a high overall level of agreement (
= 4.04) across all aspects. The Health Sciences group had a high overall level of agreement (
= 3.96). Standard Deviation Analysis found that , by overall, the Science and Technology (c=0.020) faculties and the Humanities and Social Sciences (b=0.011) faculties had the highest impact on passing English scores. The main factors contributing to the highest English passing scores were attitude towards learning (b=0.022) learning motivation (b=0.024) and self-confidence (a=0.024) For technology scores, the Humanities and Social Sciences faculties (b=0.014) and the Science and Technology faculties (ab=0.026) had the highest impact. The primary factors influencing success in technology scores were the learning environment (b=0.022) and instructors (b=0.022) with statistical significance at the alpha of 0.05 level.
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