Some factors to Mastery of Pratomsueksa 6 Students in Roi–et Educational Service Area Zone 2

Abstract

Mastery is a factor causes persons to originate skills in self-learning and
to be able to search answers by themselves, to be responsible and displinary, to
have unity and higher learning achievement, to generate development in analytical
thinking and creative thinking abilities, and to generate new knowledge. The
purposes of this study were : 1) to examine the relationship between variables of
learning motivation, self-esteem, Child Center, classroom interaction, emotional
Intelligence and social support from the family and mastery ; and 2) to construct
a model of relationships of the factors affecting mastery Pratomsueksa 6 Students
in Roi–et Educational Service Area Zone 2. The sample consisted of 360 Pratomsueksa
6 students attending schools under the Office of Roi-et Educational Service Area
Zone 2, in the academic year 2011, obtained using the multi-stage random
sampling technique. Two tools were used for data collection. The first one were : 5
rating scale mastery with totally 50 items, with discriminating powers (r) ranging
.303-.590 and a reliability of .937, and types of the instrument used in this
study were : 5 rating scale inventories on factors related to mastery with totally
50 items in 6 aspects, comprising learning motivation, self-esteem, child center,
classroom interaction, emotional Intelligence and social support from the family
with discriminating powers (r) ranging .281 - .614 and a reliability of .712 - .821.
The statistics used for analyzing the collected data were mean, percentage,
standard deviation and stepwise multiple regression analysis.
The results of the study were as follows:
1. Predictors all is positively related to mastery. Students in Roi – et
Educational Service Area Zone 2 Statistically significant at the .01 level predictors.
That are associated with mastery Students in Roi – et Educational Service Area
Zone 2 maximum. What is the learning motivation. The correlation coefficient
was .840 predictors that are associated with mastery Students in Roi–et Educational
Service Area Zone 2. What is the social support from the family. The correlation
coefficient was .676.
2. The factors with predicting powers were learning motivation ( Χ1),
classroom interaction ( Χ 4), self-esteem ( Χ 2), and child center ( Χ 3 ) respectively
with multiple correlation coefficient ( R ) was .895 and predicting power of
mastery ( R 2 ) at 80.10 percent. Predictive equations of mastery could be constructed
in raw-score and standard score forms as below :
Regression equation in the form of raw scores.
Y ′= .598 + .306
Χ1 + .177 Χ 4 + .165 Χ 2 + .173 Χ 3
Regression equation in standard scores.
ZY′ = .379 Z1 + .212 Z 4 + .185 Z 2 + .205 Z 3
In conclusion learning motivation, self-esteem, classroom interaction, child
center, the teachers should promote and develop students to have positive.
Also, parents should emotional Intelligence and social support from the family for
children to develop their mastery ability.