Author: Yenruedee Wongs-budh
AIT Library Call Number: AIT Thesis no. HS-88-22
Year: 1988
Academic Program: Human Settlement (HS)
Type: Thesis (M.Sc.) – Asian Institute of Technology, 1980
Examination Committee: Karl E. Weber (Chairperson); Hiran D. Dias, Rolf Stephan (Examination Committee Members)
Abstract: The main objective of this study was to evaluate and compare the results of two distinct educational systems in two schools, the group dynamics approach and the conventional approach, with emphasis on the knowledge and attitudes of ┬╖the students. The secondary objectives were to identify factors influencing behavioral development among members of the young generation of two villages and to investigate the differences in perceptions of students, their parents, teachers and educational officers. Significance tests were employed namely T-test, analysis of variance (F-test), Z-test and x2-test. T-test was used to identify significant differences of students’ examination scores! Analysis of variance and Z-test were used to identify the difference in attitude concerning human relationship and leadership between the students of the two schools. Finally, ~2-test was employed to determine significant differences of several viriables. The study discovered that the students’ performance at ┬╖a group dynamics school is better than at a conventional school. Knowledge achievement at a group dynamics school is also better than at a conventional school this was supported by t-test at .OS level of significance. Behavior of the former school is better than the latter school (F-test at .01 level of significance). The findings revealed that the teachers of the group dynamics school were more effective than those of the conventional school. Most educational officers in the province believed that the group dynamics school produces more potential students contributing to rural development than the conventional school. Moreover, the majority of parents from both schools as well as educational officers expressed their preferences for the group dynamics school. The conclusion can be drawn that the applicability of the group dynamics approach for rural development is feasible and possible.
Scholarship Donor(s): Government of Canada
Note: A thesis submitted in partial fulfilment of the requirement for the degree of Master of Science, School of Engineering and Technology
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