[Retracted Article] The Study of Learning Burnout of Mahasarakham University Students

Abstract

The objectives of this research were: (1) to study the level of learning burnout of Mahasarakham University students; (2) to compare the learning burnout of Mahasarakham University students, classified by gender and faculty; and (3) to study methods of coping with learning burnout of Mahasarakham University students. The sample consisted of 1,080 undergraduate students who studied in the academic year 2020 in every year class of groups of faculties of Mahasarakham University, selected by using stratified random sampling. The research instruments were a questionnaire inquiring about learning burnout and an interview on methods of coping with learning burnout of Mahasarakham University students. The interview was used in collecting data from a focus group of 9 stakeholders; then the data were analyzed, using content analysis. The analysis of data employed the mean, standard deviation, independent t-test and F-test.
The research results were as follows:
1. The learning burnout of undergraduate students, on the whole, was at a high level (M = 3.70, SD = 0.60).
2. The learning burnout of undergraduate students, when classified by gender, revealed that male and female undergraduate students had a statistically significant difference at the .05 level, as males (M = 3.81, SD = 0.47) had higher learning burnout than females (M = 3.63, SD = 0.66).
3. The learning burnout of undergraduate students, when classified by group of faculties, was found to be significantly different at the .05 level. That is, the learning burnout of the Science and Technology group had the highest overall mean (M = 3.87, SD = 0.37), followed by the Humanities and Social Sciences group (M = 3.70, SD = 0.62), and lastly, the Health Sciences group had the lowest overall mean (M = 3.33, SD = 0.72).
4. The methods of coping with learning burnout of Mahasarakham University students were suggested as follows: in terms of teaching and learning management in classroom and via the online system, the lecturer must monitor, respond to, ask questions, and give students opportunities to ask questions; the lecturer must create exchanging of knowledge, with the lecturer as supervisor who leads the class in accordance with the teaching plan; teaching materials are used to enable communication between the lecturer and the students and among the students themselves; the lecturer must bring up issues related to the knowledge in the course for discussion. In addition, the lecturer must keep track of students who have problems with learning, personal and social problems, in order to build good relationships, to provide counseling and suggestions that will help reduce learning burnout.