Abstract
This study explores theoretical and empirical research concerning school effectiveness and school improvement, in particular, improving student achievement through school process as dependent variable on changing teaching quality, school climate and students' satisfaction. A multi-level model of school practice consisting of student grade point average (GPA, dependent variable), teaching quality, students' satisfaction, and school climate (independent variables) was implemented. The relationship between dependent variable and independent variables were examined by multilevel regression analysis of data from 1,852 students studied in ninth-grade secondary schools in Bangkok and Nonthaburi Provinces, Thailand. A questionnaire was used to ask students about their demographics, GPA, teaching quality, students' satisfaction, and school climate. The study found that school educational climate and student's satisfaction were important to relate directly to student achievement. However, of note is that teaching quality was not found to be significant to student learning, so it may be recommended that the educators, policy-makers and administrators in Thailand realize and assist renewal of secondary schools with the intention of improving learning outcome in classroom.
Author Information
Penpak Pheunpha, Ubonratchathani University, Thailand
Paper Information
Conference: ACE2013
Stream: Education
This paper is part of the ACE2013 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Pheunpha P. (2014) A Multi-level Modeling Approach to Predict Teaching Quality, Student’s Satisfaction, School Climate on Student Achievement ISSN: 2186-5892 – The Asian Conference on Education 2013 – Official Conference Proceedings https://doi.org/10.22492/2186-5892.20130768
To link to this article: https://doi.org/10.22492/2186-5892.20130768
Comments
Powered by WP LinkPress