THE EFFECTS OF GROUP PROCESS METHOD ON UNIVERSITY STUDENT’S RELATIONSHIP AND LEARNING.

Abstract

The purpose of this research was to determine the effects of group process teaching method on university student’s relationship and learning. Participants consisted of 105 students who volunteer to participate in this study. They were 81 undergraduate students and 24 graduate students as 12 master degree students and 12 doctoral degree student. The instrument used in this study consisted of: (1) Personality Orientation Inventory: POI in Thai version  for assessing the student’s relationship and (2) the probe of student learning that was based on Thai Qualifications Framework for Higher Education: TQF: HEd for interviewing the student’s learning outcomes. The quantitative and qualitative data were collected and analyzed; the means, standard deviation and t-test statistic were quantitatively calculated and the content analysis method was applied for the qualitative data. The major findings can be concluded as follows: First, the group process method affected on university student’s relationship both of intrapersonal dimension; the self-awareness and understanding, and interpersonal dimension; the self-relatedness with others. The assessment result showed that the higher level of student’s relationship scored significantly in each and total dimension.  Second, the group process method affected on university student’s learning of their own morality, knowledge, high level of thinking skill, human relationship and responsibility toward self and others as a means to student development in classroom and in daily living outside the classroom. In conclusion, the group process method affected on university student’s relationship and learning.