European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │Issue 4│2017
doi: 10.5281/zenodo.400835
EARLY CHILDHOOD PUPILS’ PERFORMANCES OF THEIR TRAINEE
STUDENT TEACHER INTERNSHIPS TO THEIR IMPROVING
CREATIVE THINKING AND PERFORMANCE ATTITUDE SKILLS
Prasong Saihong1, Toansakul Santiboon2i
Curriculum and Instruction Department, Faculty of Education,
1
Mahasarakham University, Maha Sarakham, Thailand, 44000
Science Education Department, Faculty of Education,
2
Rajabhat Mahasarakham University, Maha Sarakham, Thailand, 44000
Abstract:
To investigate of pupils were observed and interviews of their early childhood
classroom learning environments with the instructional internships in teaching early
childhood of the pre-primary activity trainee student teacher internships for improving
and creating scientific attitude skills toward early childhood in pre-primary educational
school level in Thailand. Associations between these perceptions with their
performances and pupils' attitudes toward early childhood performances were
determined. Using the research instruments on classroom learning environments
obtained of the 25-item My Class Inventory (MCI) and with the 8-item Test Of
Performance-Related
Attitude
(TOPRA)
were
assessed
which
convention
on
individualized open and inquiry-based education, teacher-pupil interactions, and
pupils’ creating activity performances attitude skills were assessed with the volunteer
staff with the observe and interview forms. The MCI questionnaire has an Actual Forms
and a Preferred Form. The questionnaire was administered in three phases with the
Custer Random Sampling technique to a sample consisted of 720 pupils in 30 early
childhood classes from 30 schools at the pre-primary levels in Maha Sarakham Primary
Educational Service Area Office 1-3 and Roi-Et Pre-Primary Educational Service Area
Office 1-3. Statistically significant differences between pupils were observed and
interviews of actual-1, actual-2 and preferred performance activity learning
environments of their classroom climates, distinguish individualized classrooms with
their improving and creating attitudes skills’ sustainable development were also found.
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
411
Prasong Saihong, Toansakul Santiboon
EARLY CHILDHOOD PUPILS’ PERFORMANCES OF THEIR TRAINEE STUDENT TEACHER INTERNSHIPS TO
THEIR IMPROVING CREATIVE THINKING AND PERFORMANCE ATTITUDE SKILLS
Predictions of the monitoring and evaluation of managing activity performances by the
trainee student teachers of their internships; pupils’ skills developments of their activity
performances’ sustainable for the set of actual and preferred environments as a whole
and early childhood related attitudes also were correlated. The R2 values indicate that
%,
%, and
% of the variances in pupils’ attitudes to their actuale-1, actual-2 and
preferred for the MCI in early childhood classes were attributable to their performances
of their actual-1, actual-2 and preferred environments and their developing creative
activity performances skills’ sustainable toward activity performance are provided.
Keywords: monitoring and evaluation, pre-primary of activity performances education,
trainee student, internships in teaching activity performance, improving and creating,
attitude skills’ sustainable, development, activity performance, pre-primary pupils
1. Introduction
The standardizations’ framework of the curriculum of Pre-primary of Education
Program in Activity Performances Education, Faculty of Education, Mahasarakham
University is personalized content which it followed as the Secretariat of the Teachers
Council of Thailand onto published in the Royal Thai Government Gazette in the
quality of graduate educational pupils who are trainees pupils and must be training
professional learning participation on school practices, and teaching internship I and II
in the two semesters in pre-primary educational schools in the academic year 2015.
Most of trainee educational pupils who were going on their instructional
administrations, completely whose were kept under their supervisors in fields of
activity performance, biology, chemistry, and general activity performances were
unstructured in their school classes.
Focusing on pre-primary early childhood trainee student teacher internships
who must observed and collaborated in instructional planning for variety purposes of
teaching, environment setting, teaching observation in situation or in school,
supplementary activities for pupils; practices of dharma or voluntary activities
organization, and developing of professional teacher; setting plans for learning
management in order to learners construct knowledge by themselves, setting learning
environment, practices on teaching in simulative and real situation, practices on
teaching in school with expertise teachers and advisors collaborative; instruction;
design the test or assessment tools, test scoring, performance test and grading; research
for solving student’s problems; study of academic works in schools, support system for
academic affairs, system of instructional management, media, and learning sources;
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EARLY CHILDHOOD PUPILS’ PERFORMANCES OF THEIR TRAINEE STUDENT TEACHER INTERNSHIPS TO
THEIR IMPROVING CREATIVE THINKING AND PERFORMANCE ATTITUDE SKILLS
schools’ evaluation, and implementation in real situations on training professional
learning participation on school practices.
In terms of Teaching Internship I and II, early childhood trainee student teacher
internships were observed of the general status in school, practices on teaching major
subject, practices of teacher’s duties; in classroom administration, practices on other
tasks as assigned, learner analysis, preparation of school curriculum, preparation of
lesson plans, learning environment, selection of media and learning sources,
construction of assessment tools, setting activities for learners development, learning
measurement and evaluation and using these results for learner development,
classroom management, testing, scoring, performances test, and grading with school
teachers and advisors, evaluation, update, research for learner's development and
solving learner’s problems, study on school academic affair, academic support system,
instruction system, media and learning resources, school’s evaluation, and using to
practice in real situations, setting project for school development in various parts,
seminars on professional experience, discussion or sharing knowledge in educational
seminar.
Monitoring and evaluation (M&E) is a process that helps improve performance
and achieve results. Its goal is to improve current and future management of outputs,
outcomes and impact. M&E establishes links between the past, present and future
actions (United Nations Development Programme Evaluation Office, 2012). The M&E
is, as its name indicates, separated into two distinguished categories: Evaluation and
Monitoring, an evaluation is a systematic and objective examination concerning the
relevance, effectiveness, efficiency and impact of activities in the light of specified
objectives. According to the pre-primary trainee educational pupils in their
instructional early childhood classroom climates class inventories, early childhood
trainee student teachers interpersonal behaviours, and individualizations of pupils’
outcomes were assessed.
This research study into supporting pupils’ activity performances attitudes
toward early childhood for sustainable development (SD) was conducted from the Preprimary Education Program in Activity Performances Education. The researcher was
designed on monitoring and evaluation for assessing pre-primary pupils’ sustainable
development contributes to advance policy recommendations of early childhood trainee
educational students’ instructional management to their instructional policy, early
childhood classroom climates classroom climate change, measurement and assessment,
and natural resources management in their classes. Designing instructional methods
both formal and non-formal education from early childhood trainee student teacher
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EARLY CHILDHOOD PUPILS’ PERFORMANCES OF THEIR TRAINEE STUDENT TEACHER INTERNSHIPS TO
THEIR IMPROVING CREATIVE THINKING AND PERFORMANCE ATTITUDE SKILLS
internships are indispensable to changing pre-primary pupils’ attitudes so that they
have the capacity to assess and address their sustainable development concerns.
The mainstay of the teacher output is provided by the government Higher
Educational Commission Universities, the traditional teacher training colleges in most
provinces.
Programmes
include
courses
in
teaching
methodology,
school
administration, special education, optional specializations, supervised practical
teaching
experience,
and
the
general
education
subjects
of
language
and
communication, humanities, social science, mathematics, and technology. Primary
teachers do not enjoy the same long breaks as the students and are required to work on
administrative duties. Many of these tasks concern their familiarization with the
frequent improvements to the National Curriculum; indeed, changes often occur faster
than authors and publishers can update the textbooks and the teachers must improvise
without support material, and have to design their own tests and exams - neither of
which is conducive to an improvement in quality. The frequent changes in policy can
cause confusion. Often one department of the Ministry of Education is not aware of the
work of another and the principals and the teachers in the schools are always at the end
of the information chain. Students are not encouraged to develop analytical and critical
thinking skills, which are clearly demonstrated by their inability to complete a cloze
test, or to grasp a notion through context. The teachers will avoid introducing dialogue
into the classroom or eliciting response from the students - to give a wrong answer
would be to lose face in the presence of one's peers, a situation that in Thai culture must
always be avoided. Several thousand native-Thai Esaan speakers are employed in
public and private schools throughout the Northeastern.
This is being encouraged by the need to develop students' oral expression and
knowledge of central Thai culture; much of their time however, is taken up with
remedial teaching: putting right any grammar, orthography, pronunciation and cultural
background that has been wrongly taught and which leads to great misunderstanding they see this as a greater priority. However, the student teaching internship represents
the capstone or culminating experience at Mahasarakham University in the preparation
of prospective teachers as knowledgeable, reflective practitioners and emerging leaders
who conduct themselves ethically and professionally. The two semester-long
internships provided student teachers many opportunities within diverse classroom
settings to refine the knowledge, skills, and dispositions they have developed as active
participants in the Mahasarakham University Teacher Preparation Program.
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EARLY CHILDHOOD PUPILS’ PERFORMANCES OF THEIR TRAINEE STUDENT TEACHER INTERNSHIPS TO
THEIR IMPROVING CREATIVE THINKING AND PERFORMANCE ATTITUDE SKILLS
2. Methodology and Materials
A.
Previous Some Educational Instruments in Activity performances Classroom
Learning Environments
This research procedure was investigated of the previous research instruments
in activity performances classroom environments for assessing classroom environment
had been developed the 25-Short form of the My Class Inventory (MCI) assesses those
dimensions which distinguish classrooms from convention (Santiboon, 2012). To assess
the nature and quality of interpersonal relationships of pupils in activity performances
classes was improved and developed in the USA (Wubbels& Levy 1993), Australia
(Fisher, Henderson & Fraser 1995), Thailand (Santiboon and Fisher, 2005; Santiboon,
2013) were observed and interviews of their early childhood classes.
a. Activity Performances Classroom Climates
There has been continuous concern about the situation in educational laboratories
among educators in Thailand (Kijkosol and Fisher, 2005; Santiboon, 2011, 2012, 2013,
2014; Santiboon and Fisher, 2005; Sitthikosol and Malone, 2008; Wanpen and Fisher,
2005). They reported that classroom climates activities are not effectively conducted in
schools, which was against the recommendations from curriculum. It was also pointed
that the situation in primary, pre-primary, and higher education systems were worst,
which meant the least likely conducted classroom climates lessons. This study intended
to extend this notion in order to obtain more comprehensive picture of early childhood
classrooms within pre-primary educational level pupils at the 4 – 6 year level for the
foundational early childhood curriculum which they have kept from early childhood
trainee student teachers of the Pre-primary of Activity Performances Program, focusing
on pupils were observed and interviews of their own laboratories in early childhood
classroom climates.
b. Actual and Preferred Forms of the MCI
These research instruments, the actual (assesses the class as it actually is) and preferred
(asks the pupils what they would prefer their class to be like - the ideal situation) forms
which is different from other instruments which compare the personal and class
version. Pre-primary pupils were selected the actual and the preferred learning
environments in their early childhood classroom climates. The difference between the
actual and the preferred learning environment could be used as information for trainee
student teachers to choose the appropriate strategies to minimize the differences.
Therefore, the using of the MCI could be used for school-based professional
development and guiding to improve the effectiveness of early childhood classroom
climates teaching to their monitoring and evaluation to their internships in instructional
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EARLY CHILDHOOD PUPILS’ PERFORMANCES OF THEIR TRAINEE STUDENT TEACHER INTERNSHIPS TO
THEIR IMPROVING CREATIVE THINKING AND PERFORMANCE ATTITUDE SKILLS
early childhood for improving and creating attitude skills’ sustainable development
toward early childhood on pre-primary pupils.
B. Using the Activity Performances Educational Instruments in this Study
a. The My Class Inventory (MCI)
A psychometric study with more than 2,800 elementary- age students examined the
reliability and factorial validity of the My Class Inventory-Short Form (MCI-SF). Factor
analytic and structural equation modeling results suggested that the original measure is
a less than satisfactory approach to appraise various dimensions of classroom climate.
Researchers subsequently tested a revised version of the MCI-SF, showing that the 18item measure with four scales (Cohesion, Competitiveness, Friction, and Satisfaction)
was psychometrically sound. Implications for elementary school counseling programs
and practices are discussed. Focusing on the research using the MCI in Thailand,
Santiboon
investigated students’ perceptions of their school learning climates of
the educational basic school compared to their perceptions of their actual school (My
School) and preferred school (My Dream School) learning climates in Udon Thani
Primary Educational Service Area Office 1 – 4. Associations between these perceptions and
students’ attitudes toward their school learning climates were also determined. The
school climates relationships with their students enhancing the school learning
climates’ attitudes in the schools were assessed.
To recap, it has been suggested that the My School Inventory that adapted
version from the My Class Inventory-Short Form (Fraser, 1982, 1989; Fraser and Fisher,
1986) is well suited for use in primary schools. The measure and its items are (a) written
at a low reading level, (b) brief, (c) easily administered and hand scored, and (d) simple
for children to answer. For the Thai respondents, the term students used in many items
was changed to students. In addition, rather than using the MCI scale, the shorter
format requires children to merely circle "yes" or "no" representing either "agreement"
or "disagreement" with each item's content. The condensed format with 25 items, asks
respondents about their perceptions of five different dimensions of their school (actual)
and their dream school (preferred) environmental climates: Satisfaction (items 1, 6, 11,
16, 21), Friction (items 2, 7, 12, 17, 22), Competitiveness (items 3, 8, 13, 18, 23), Difficulty
(items 4, 9, 14, 19, 24), and Cohesiveness (items 5, 10, 15, 20, 25). The underlying scale
meanings might be best described as follows: Cohesiveness-the degree to which
students understand, collaborate, and are friendly with one another; Friction--the extent
of tension and conflict among students; Difficulty-the level of difficulty students have
with the classroom work; Satisfaction--the extent to which students feel satisfied with or
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THEIR IMPROVING CREATIVE THINKING AND PERFORMANCE ATTITUDE SKILLS
like their class; and Competition--the perceived amount of classroom competition.
Moreover, each scale score is a sum of the five items composing the scale.
The original of the MCI, twenty of 25 items are scored in this manner: "Yes" = 3
points, "No" = 1, and omitted or invalidly answered (e.g., student circles both "yes" and
"no") items = 2. A score of "2" is figured into the total score for each scale and
interpreted as if the student was "uncertain" about whether the statement was an
accurate or inaccurate reflection of the actual school environment. In a sense, then, a "2"
score can be viewed as if the student was conflicted about the specific question. The
remaining five items are reverse-coded: 6, 9, 10, 16, and 24 (i.e., "No" = 3 and "Yes" = 1).
Each scale has a total possible score of 15 points. There is no overall score for the whole
test.
This research study was adapted from the original of the MCI; research team
designed from pupils’ responses of their performance activities whose the volunteers
checked into the MCI form. The MCI has five scales with five items in each scale. This
instrument uses a five-point response format (Almost never, Seldom, Sometimes, Often,
and Very Often). Student volunteers are required to circle of pupils responses by their
observation and interview alternatives on the questionnaire themselves. The instrument
was statistically validated before t was used to measure the classroom environment of
childhood classes in the previous study. In addition to the Test of Performance-Related
Attitudes (TOPRA), this adapted version from the Test of Science-Related Attitudes
(TOSRA) (Fraser, 1981a). The TOPRA questionnaire was selected to use with the aim of
investigating any possible relationships with pupils' performances about their school
climates in the basic education of school’s environmental climates. The TOPRA consists
of eight scales.
Using the standard learning environment instruments and adapted version of
the 25-item My School Inventory (MSI), adapted from the original My Class Inventory
MCI
Fisher and Fraser,
was administrated. Students’ attitudes were assessed
with the Test of School-Related Attitudes (TOSRA). This questionnaire was translated
into the Thai language and the school climates measured that can be used at the
educational basic school was validated on a sample of 825 pupils in 40 primary schools
at the grade 6th level in the office of the basic educational service Udon Thani
throughout in 4 areas. Statistically significant differences were found between the
students’ perceptions of their schools and their dream school climates. Outcomes of this
study indicate that the school climates were high on MCI factors such as Cohesiveness,
Attentiveness, Expansion, Application, and Satisfaction. Associations between students’
perceptions of their school climates with their attitudes to their schools also were found.
The multiple correlations were significant for the Actual or My School Form of the MCI
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EARLY CHILDHOOD PUPILS’ PERFORMANCES OF THEIR TRAINEE STUDENT TEACHER INTERNSHIPS TO
THEIR IMPROVING CREATIVE THINKING AND PERFORMANCE ATTITUDE SKILLS
and shows that for the TOSRA,
% of the variance in student’s attitude to their schools
was attributable to their perceptions. To be provided in suggestions for comparing the
dream and the actual schools with students’ perceptions are the based on this finding.
b. The Test of Performance-Related Attitude (TOPRA)
The Test of Performance-Related Attitude (TOPRA) (Santiboon and Fisher, 2005) was
adapted and validated from the original of the Test of Science-Related Attitude (TOSRA)
(Fraser, 1981) was designed to measure and assess performance-related attitudes along
eight dimensions.
C. Steps on Assessing Pre-Primary Pupils were Observed and Interviews
Because the two instruments selected for this study were the MCI and the TOPRA, one
of the reasons for selecting these instruments. Researcher conducted a project on
encouraging early childhood pupils, early childhood trainee teachers, and early
childhood classroom climates to assess the environments of early childhood classrooms
and to assess of trainee teachers’ monitoring and evaluation to their internships in
instructional early childhood for improving and creating attitude skills’ sustainable
development toward early childhood on pre-primary pupils’ activities which they
could be utilized in order to improve pupils’ activity performances and outcomes. This
project research was conducted with three phases with 720 pupils in 30 classes from 10
pre-primary schools in two semesters. Pupils were observed and interviews for the
assessing with the Preferred Forms of the ICEQ, QTI, and PLEI questionnaires at the
first phase in from July to August, the second phase would be conducted with the
Actual-1 Forms in October to November, and the Actual-2 Forms were assessed in
January to February. However, the TOPRA would be conducted for assessing pupils’
attitudes in December. The results showed that there were associations between pupils
were observed and interviews of the early childhood classroom learning environment
as measured by the scales of the ICEQ, QTI, and PLEI to make it more suitable to the
early childhood classroom climates.
D. Sample
The main study involved monitoring and evaluation to trainee educational pupils who
have trained into 31-early childhood trainee student teachers of their internships in
instructional early childhood for improving and creating attitude skills’ sustainable
development toward early childhood on pre-primary pupils. The four activity
performances classroom environments’ questionnaires were administered in three
phases with the Custer Random Sampling technique to a sample consisted of 720 pupils
in 30 early childhood classes from 10 schools at the pre-primary 4-6 year levels in the
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Prasong Saihong, Toansakul Santiboon
EARLY CHILDHOOD PUPILS’ PERFORMANCES OF THEIR TRAINEE STUDENT TEACHER INTERNSHIPS TO
THEIR IMPROVING CREATIVE THINKING AND PERFORMANCE ATTITUDE SKILLS
Maha Sarakham Pre-Primary Educational Service Area Office 1-3 and Roi-Et PrePrimary Educational Service Area Office 1-3. The setting up of the sample and the
consequent collection of data were then able to proceed.
E. Data Analysis
Quantitative data were obtained using the two questionnaires (MCI and TOPRA).
Appropriate statistical procedures were selected to determine whether the Thai
versions of these questionnaires are valid and reliable. These were those tests
traditionally used with learning environment questionnaire: internal consistency
reliability, and ability to differentiate between pupils in different classrooms. Simple
and multiple correlation analyses were used with the actual and preferred versions. A ttest for correlated samples was used for each individual the MCI scales to investigate
whether pupils have significant different perceptions of their actual and preferred
classrooms. Associations between pre-primary pupils were observed and interviews of
their early childhood classes and their activity performances attitudes toward early
childhood were assessed with the Linear Regression analysis that it would be indicated
in term of the Co-efficiency predictive value (R2) by volunteers were observed and
interviewed for checked list. All data collected remained confidential and all
respondents were volunteers and had given signed permission.
3. Research Aims
1. To analyze the validity and reliability of the My Class Inventory (MCI), and the
Test of Performance-Related Attitude (TOPRA) instruments for use in this study.
2. To compare between pre-primary pupils were observed and interviews of their
actual 1, actual 2, and preferred individualized classroom climates environments
to their performances in 30-pre-primary early childhood classes from 10 schools
from the Maha Sarakham Pre-Primary Educational Service Area Office 1-3 and
Roi-Et Pre-Primary Educational Service Area Office 1-3.
3. To associate between pupils were observed and interviews of their actual 1,
actual 2, and preferred distinguish individualized early childhood classroom
climates classes from instructional convention with the trainee educational
students’ interpersonal behaviours, and early childhood classroom environment
inventories and their attitudes toward early childhood in pre-primary classes in
the Maha Sarakham Pre-Primary Educational Service Area Office 1-3 and Roi-Et
Pre-Primary Educational Service Area Office 1-3.
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THEIR IMPROVING CREATIVE THINKING AND PERFORMANCE ATTITUDE SKILLS
4. Results
A. Validations of the MCI
Description of quantitative data of analyzing responses for pre-primary pupils’
assessments is reported in Table 1 for the MCI. Internal consistency (Cronbach alpha
coefficient) and the mean correlation of each scale with the other scales were obtained
for the sample in this present study as indices of scale reliability and discriminant
validity for the Actual 1, Actual 2 and Preferred Forms of the MCI, respectively.
The actual-1, actual-2 and preferred perceptions of 720 pre-primary pupils of
their individualized participants’ activities in early childhood classroom climates
classes were measure with the MCI. The results given in Table 1 show the mean scores
for each of the five MCI scales. As each scale has five items, which ranged from 17.23 to
18.74 and from 19.93 to 21.57 when using the actual-1 and actual-2 scores and from
22.21 to 23.42 when using the preferred scores. The average mean scores (µ) ranged
from 3.45 to 3.73 and from 3.95 to 4.31 when using the actual-1 and actual-2 scores, and
from 4.44 to 4.68 when using the preferred scores, respectively.
Table 1: Scale Means’ Score, Means, Variance, Standard Deviations, Scale Internal Consistency
(Cronbach Alpha Reliability) and Discriminant Validity (Mean Correlation of a scale with Other
Scales) for Actual 1, Actual 2 and Preferred Forms for the MCI
Scale
Form
Means'
Mean
score
μ
Variance
Std.
Cronbach
Discriminant
σ
alpha
validity
reliability
Satisfaction
Friction
Competitiveness
Difficulty
Cohesiveness
N=
, *ρ < .
Actual 1
17.72
3.34
8.53
2.92
0.73
0.74
Actual II
20.21
4.04
7.77
3.04
0.78
0.79
Preferred
23.22
4.74
7.43
3.89
0.84
0.83
Actual 1
17.23
3.45
7.98
3.01
0.77
0.73
Actual II
20.01
4.00
7.77
4.57
0.83
0.78
Preferred
22.89
4.58
5.82
7.81
0.88
0.82
Actual 1
17.23
3.45
8.04
2.83
0.71
0.75
Actual II
19.93
3.99
7.90
3.45
0.77
0.80
Preferred
22.21
4.44
7.88
4.22
0.79
0.84
Actual 1
17.98
3.40
8.92
2.77
0.72
0.74
Actual II
19.74
3.95
7.75
3.58
0.77
0.80
Preferred
22.77
4.53
7.78
4.77
0.80
0.84
Actual 1
18.74
3.73
7.57
3.21
0.77
0.73
Actual II
21.57
4.31
7.54
4.77
0.81
0.82
Preferred
23.42
4.78
5.77
5.79
0.83
0.83
, **ρ < .
, ***ρ < .
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EARLY CHILDHOOD PUPILS’ PERFORMANCES OF THEIR TRAINEE STUDENT TEACHER INTERNSHIPS TO
THEIR IMPROVING CREATIVE THINKING AND PERFORMANCE ATTITUDE SKILLS
As reported in Table 1, the reliability coefficients for the different MCI scales
ranged from 0.73 to 0.77 and ranged from 0.77 to 0.83 when using the Actual-1 and
Actual-2 Forms and from 0.83 to 0.898 for the Preferred Form when using the individual
pupil as the unit of analysis. The discriminant validity (Mean correlation of a scale with
other scales) for Actual 1, Actual 2 and Preferred Forms for the MCI, the distinct nature
of the scales also was checked with overlapping aspects of the early childhood
classroom learning environment. On the whole, these results are acceptable although
somewhat lower in value that obtained of actually than prefer performances.
The 25-item MCI was also subjected to a series of one-way analyses of variance.
As shown in Table 2, the eta2 statistic ranged from 0.20 to 0.49 for different scales. It was
confirmed that each scale differentiated significantly
ρ< .
between pupils’
performances in different classrooms.
From the analyses, the MCI has been found to be a reliable and valid instrument
for assessing students’ performances of their childhood classroom environment, and
provides validation support for its use specifically in early childhood in the pre-primary
education who sat with their instructional management with the trainee student
teachers, in both its Actual and Preferred Forms. A successful evaluation of
discriminant validity on each scale shows that a scale of the MCI is correlated with
other scales designed to measure theoretically different four scales.
Table 2: Paired Sample Form of Mean Differences, t-test, and Ability to Differentiate between
Classroom (ANOVA) for Actual 1, Actual 2 and Preferred Forms for the MCI
Scale
Satisfaction
Friction
Competitiveness
Difficulty
Cohesiveness
N=
, *ρ < .
Paired sample forms
Mean differences
t-test
ANOVA (eta2)
Actual II-Actual I
2.49
5.84**
0.31**
Preferred-Actual I
5.50
9.85***
0.49***
Preferred-Actual II
3.01
1.69*
0.24*
Actual II-Actual I
2.78
5.32**
0.36**
Preferred-Actual I
5.66
8.89***
0.45***
Preferred-Actual II
2.88
1.34*
0.25*
Actual II-Actual I
2.70
4.79**
0.30**
Preferred-Actual I
4.98
10.21***
0.41***
Preferred-Actual II
2.28
2.22*
0.22*
Actual II-Actual I
1.76
5.55**
0.33**
Preferred-Actual I
4.79
11.03***
0.43***
Preferred-Actual II
3.03
2.28*
0.24*
Actual II-Actual I
2.83
4.69**
0.33**
Preferred-Actual I
4.68
9.23***
0.40***
Preferred-Actual II
1.85
2.21*
0.20*
, **ρ < .
, ***ρ < .
European Journal of Education Studies - Volume 3 │ Issue 4│ 2017
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Prasong Saihong, Toansakul Santiboon
EARLY CHILDHOOD PUPILS’ PERFORMANCES OF THEIR TRAINEE STUDENT TEACHER INTERNSHIPS TO
THEIR IMPROVING CREATIVE THINKING AND PERFORMANCE ATTITUDE SKILLS
B. Validation of the TOPRA
To measure pre-primary pupils’ attitudes towards early childhood classroom climates
studies, using internal consistency reliability the TOPRA had a value of 0.84 which was
considered satisfactory for further use in this study. The TOPRA consists of 8 items in 5point Likert scale (Strongly agree, Agree, Undecided, Disagree, Strongly disagree).
C. Comparisons between Pre-Primary Pupils were Observed and Interviewed of their
Actual-1, Actual-2, and Preferred Responses for the MCI
Using pupils were observed and interviews to study educational environments can be
contrasted and defined the classroom or school environment in terms of the shared
perceptions of the pupils has the dual advantage of characterising the setting through
the eyes of the participants themselves and capturing data which pupils are at a good
vantage point to make judgements about classrooms because they have encountered
many different learning environments and have enough time in a class to form accurate
impressions. In fact, the main purposes of this research were to use the MCI to obtain
validation data on its three separate forms and to investigate differences between
perceptions on the three different forms.
The MCI data from the actual-1, actual-2 and preferred scores each of the five
scales. Results for the Form effect indicate that significant differences ρ< .
existed
among the instrument's three forms on all MCI scales. As show in Table 1-2, the t-test
and the eta2 statistic show for different between actual 2 and actual 1 forms, preferred
and actual 1 forms, and for different between preferred and actual-2 forms. They were
confirmed that each scale differentiated significantly ρ< .
between perceptions of
activity performance’ pupils in different climates classes, significantly.
The interpretation of the profiles shown in Figure 1 is made easier by the fact
that results are identical for the first five scales of Satisfaction, Friction,
Competitiveness, Difficulty, and Cohesiveness scales. For each of these five scales, the
highest scores emerged for the student preferred form, the next highest scores for the
student preferred forms, and the lowest scores for the student actual-1 form.
Fig. 1 illustrates the differences between the Actual 1, Actual 2 and Preferred
Forms and indicates that pupils would prefer more than actual and enhanced in all of
scales in the laboratories, which were significantly different from for comparing
between paired sample forms and indicates that pupils would prefer more than actual
and enhanced in all of scales in early childhood laboratories. The average item Mean for
the actual-1, actual-2, and preferred MCI scales for the three unit of analysis. The results
showed that pre-primary school early childhood trainee students teachers run their
classes with fairly strong Satisfaction, Competitiveness, and Cohesiveness. They were
European Journal of Education Studies - Volume 3 │ Issue 4│ 2017
422
Prasong Saihong, Toansakul Santiboon
EARLY CHILDHOOD PUPILS’ PERFORMANCES OF THEIR TRAINEE STUDENT TEACHER INTERNSHIPS TO
THEIR IMPROVING CREATIVE THINKING AND PERFORMANCE ATTITUDE SKILLS
confirmed that each scale differentiated significantly (<0.05) between perceptions of
pre-primary pupils in different early childhood classrooms. As reported in Figure 1, 2
and 3, reliability coefficients for different the MCI scales.
25
20
15
Actual-1 Form
10
Actual-2 Form
5
Preferred Form
0
Figure 1: Significant differences between pre-primary trainee student teachers were observed
and interviews of their actual-1, actual-2, and preferred scores on the MCI
D. Associations between Pre-Primary Educational Pupils were Observed and
Interviews of their MCI on Early Childhood Trainee student teachers in Early
Childhood Classroom Climates with the TOPRA
Given the potential for pupils were observed and interviews to enhance their attitudes
about, interest, and understanding in activity performance, other student, teacher, and
classroom qualities have been explored to determine their relationship with pupils were
observed
and
interviews
of
their
classroom
climates-learning
environment.
Correlation’s studies have identified significant differences in pupils were observed and
interviews according to achievement and others.
In this study, it was also considered important to investigate associations
between pre-primary pupils were observed and interviews of their individualized
participants, relationships between trainee student teachers and their pupils in early
childhood classroom climates with their attitude toward activity performance. The
Cronbach Alpha Reliability of the selected TOPRA was 0.84, when using individual
student as the unit of analysis. This suggests that the scale is reliable for measuring
pupils’ attitudes in early childhood classroom climates classes with the MCI. These
involved: simple correlation and multiple regression analyses of relationships between
the set of actual-1, actual-2, and preferred environment scales as a whole and the
TOPRA.
European Journal of Education Studies - Volume 3 │ Issue 4│ 2017
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Prasong Saihong, Toansakul Santiboon
EARLY CHILDHOOD PUPILS’ PERFORMANCES OF THEIR TRAINEE STUDENT TEACHER INTERNSHIPS TO
THEIR IMPROVING CREATIVE THINKING AND PERFORMANCE ATTITUDE SKILLS
The main methods of data analysis were used to investigate this performance
learning climate-attitude relationship. These involved: simple correlational analyzed of
relationships between pupils’ performances of both their actual performances to their
trainee student teachers’ interpersonal activities’ learning managements with their
attitudes toward learning activity outcomes; the multiple regression analyses of
relationships between the set of actual early childhood climate scales as a whole and the
attitude scale. The summary of the results of these analyzes is reported in Table 3-5.
Table 3: Associations between Actual-1 MCI Scales and Attitudes to Early Childhood Classes in
Terms of Simple Correlation (r), Multiple Correlations (R) and
Standardized Regression Coefficient β
Scale
Simple Correlation
Standardized Regression Weight Coefficient
Attitude (r)
Attitude β
Satisfaction
0.23*
0.21*
Friction
0.20*
0.19*
Competitiveness
0.21*
0.20*
Difficulty
0.19*
0.17*
Cohesiveness
0.22*
0.20*
Multiple Correlations (R)
0.7467*
Coefficient Predictive
0.5576*
Value (R )
2
N=
, *ρ < .
, **ρ < .
, ***ρ < .
The simple correlation values (r) are reported in Table 3, Table 4 and Table 5 which
show statistically significant correlations ρ < .
, the second type of analysis consisted
of the more conservative standardized regression coefficient β which measures the
association between pupils’ performances on each scale of the MCI and their attitudes
toward early childhood classroom activity climates when the effect of relationships
between the scale is controlled.
European Journal of Education Studies - Volume 3 │ Issue 4│ 2017
424
Prasong Saihong, Toansakul Santiboon
EARLY CHILDHOOD PUPILS’ PERFORMANCES OF THEIR TRAINEE STUDENT TEACHER INTERNSHIPS TO
THEIR IMPROVING CREATIVE THINKING AND PERFORMANCE ATTITUDE SKILLS
Table 4: Associations between Actual-2 MCI Scales and Attitudes to Early Childhood Classes in
Terms of Simple Correlation (r), Multiple Correlations (R) and
Standardized Regression Coefficient β
Scale
Simple Correlation
Standardized Regression Weight Coefficient
Attitude (r)
Attitude β
Satisfaction
0.28**
0.27**
Friction
0.26**
0.24**
Competitiveness
0.26**
0.25**
Difficulty
0.25**
0.23**
Cohesiveness
0.29**
0.28**
Multiple
Correlations
(R)
0.8475**
Co-efficiency Predictive
Value (R2)
N=
0.7183**
, *ρ < .
, **ρ < .
, ***ρ < .
In Table 3, Table 4, and Table 5, the multiple correlation Rs are significant for Actual-1,
Actual-2, and Preferred Forms and show that when the scales are considered together
there are significant ρ < .
associations with the learning performances of their
activity performance attitudes.
Table 5: Associations between Preferred MCI Scales and Attitudes to Early Childhood Classes
in Terms of Simple Correlation (r), Multiple Correlations (R) and
Standardized Regression Coefficient β
Scale
Simple Correlation
Standardized Regression Weight Coefficient
Attitude (r)
Attitude β
Satisfaction
0.33***
0.32***
Friction
0.30***
0.29***
Competitiveness
0.31***
0.29***
Difficulty
0.31***
0.30***
Cohesiveness
0.32***
0.31***
Multiple
Correlations
0.8931***
(R)
Co-efficiency Predictive
0.7977***
Value (R )
2
N=
, *ρ < .
, **ρ < .
, ***ρ < .
In Table , Table , and Table , the beta weight β show that in early childhood classes
where the pupils perceived greater all of five scales for the MCI. The coefficient
predictive values (R2 indicate that
%,
%, and
% of the variances in pupils’
attitudes to their early childhood classes were attributable to their performances of their
European Journal of Education Studies - Volume 3 │ Issue 4│ 2017
425
Prasong Saihong, Toansakul Santiboon
EARLY CHILDHOOD PUPILS’ PERFORMANCES OF THEIR TRAINEE STUDENT TEACHER INTERNSHIPS TO
THEIR IMPROVING CREATIVE THINKING AND PERFORMANCE ATTITUDE SKILLS
individualized classroom climates of the actual-1, actual-2, and preferred correlations
between learning performance activities towards their learning activities and MCI
learning climates among five scales. There are the most favourable learning
performance attitudes in terms of the prefer that pupils perceived greater than actually
perceive to be provided in early childhood classes would prefer authoritative trainee
student teachers towards their performance attitude skills are provided.
5. Conclusions
The importance of activity performances education, and the urgent need for its
improvement at all educational levels, has been widely recognized in numerous
government reports in education system in Thailand, is provided mainly by the Thai
government through the Ministry of Education from pre-school to pre-primary school.
A free basic education of twelve years is guaranteed by the constitution, and a
minimum of nine years' school attendance is mandatory. However, in 2009 the Ministry
of Education extended free education to fifteen years.
These problems as above, the Ministry of Education, the Institute for the
Promotion of Teaching Activity performances and Technology, and the Office of the
Secretariat of the Council have set policy to be solved problems; one of the set policies is
assigned to the Commission of Higher Education would be selected screening
examination graduate pupils’ admissions on the high quality in activity performances,
technology, engineering, and others from Bachelor level pupils. The Faculty of
Education in Mahasarakham has responded this policy and 30-trainee student teachers
of the Early Childhood Education Department in Faculty of Education, Mahasarakham
University who would be spent time for study’s schedule plans for one year and in two
semesters they must be training professional learning participation on school practices
and teaching internship I and II in the academic year 2015. A part of Pre-primary of
Activity performances Trainee for practicing teaching who will be changed to the
trainee student teachers in their training professional learning participation on school,
there are 30 early childhood trainee student teachers for teaching in 30 pre-primary
schools in 30 early childhood classroom climates classes which consisted of 720 pupils
were instructed.
An investigation of differences between pupils were observed and interviews of
the same actual-1, actual-2 early childhood classroom climates environments and that
preferred by pupils were reported of this study, using the MCI with the same sample of
720 pupils in 30 early childhood classes for the comparisons of pupil actual with the
pupil preferred scored, pupils preferred are a more positive early childhood classroom
European Journal of Education Studies - Volume 3 │ Issue 4│ 2017
426
Prasong Saihong, Toansakul Santiboon
EARLY CHILDHOOD PUPILS’ PERFORMANCES OF THEIR TRAINEE STUDENT TEACHER INTERNSHIPS TO
THEIR IMPROVING CREATIVE THINKING AND PERFORMANCE ATTITUDE SKILLS
environment than was actually present for all five dimensions of the MCI. These
dimensions are Satisfaction, Friction, Competitiveness, Difficulty, and Cohesiveness
scales. The results of this study report data analyses which provide information about:
the validity of the MCI; differences between scores on different forms of actual-1,
actual-2, and preferred the MCI; relationships between student learning performance
responses of classroom individualization; and associations between pupils were
observed and interviews and their actual and preferred were predictive efficiency,
congruently.
This study was determined how pupils assess the various components of their
early childhood classroom climates environment with the instructional designs of
trainee student teachers. It also identified how the classroom climate affects pupils’
learning outcomes. Findings revealed that pupils could assess the five components;
such as; Satisfaction, Friction, Competitiveness, Difficulty, and Cohesiveness scales of
the classroom climates environment. Student satisfaction has the highest assessment
while Difficulty has the least. The results also showed that the five components of the
early childhood classroom climates are positively correlated with pupils were observed
and interviews.
6. Discussions
This research study reports typical validation data for selected classroom environment
scales. The reliability and validity of the MCI instrument were checked. The internal
consistency/reliability (Cronbach alpha reliability coefficient) and discriminant validity
(using the mean correlation of a scale with the other scales in the same instrument as a
convenient index), and the ability of a scale to differentiate between the perceptions of
pupils in different classrooms (significance level and eta2 statistic from ANOVAs) were
found. A summary of these values obtained separately for the actual and preferred
versions of the MCI for the one units of analysis (individual mean and class mean) are
expected, reliability estimates were higher when the class mean was used as the unit of
analysis. On the whole, the statistics obtained were acceptable, though somewhat
higher in value than those obtained previously in the original validation.
This research investigating the associations between pupils’ attitude skills and
their performances of the individualized early childhood classes, trainee student
teachers interpersonal managed activities for their pupils, and early childhood
classroom climates inventories are also inconclusive, showing significant as an indicator
of pupils’ attitudes toward activity performance. Having a standardized set of items for
the assessment of performances has been shown to give more comparable within
European Journal of Education Studies - Volume 3 │ Issue 4│ 2017
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Prasong Saihong, Toansakul Santiboon
EARLY CHILDHOOD PUPILS’ PERFORMANCES OF THEIR TRAINEE STUDENT TEACHER INTERNSHIPS TO
THEIR IMPROVING CREATIVE THINKING AND PERFORMANCE ATTITUDE SKILLS
sample results. Early childhood classroom climates classes’ attitude skills had a positive
effect on both all on five scales of the MCI. In terms of the Preferred Form, the influence
and proximity: pupils in highly motivated classes had a more favourable perception of
their trainee student teachers. Finally, this study only found an association between
pupils were observed and interviews and their activity performances attitudes toward
early childhoods’ skill variables were found to be associated to pupils were observed
and interviews of their MCI, interestingly.
Acknowledgment
We would like to express my deepest appreciation to all those 30 early childhood
trainee student teachers from the Early Childhood Department, Faculty of Education,
Mahasarakham University and 720 pupils at the age from 4 – 6 years old in 30 early
childhood classroom climate classes from the Pre-Primary Schools in Maha Sarakham
and Roi-Et Provinces who provided us on original important data which the possibility
to complete this research manuscript report. A special gratitude, we would like to give
to our final year research project is going on paper calculating data work, completely.
Our Early Childhood Volunteer Students, whose contribution in stimulating
suggestions and encouragement, supported us for being observation and interview to
coordinate our research project especially in writing this report, successfully.
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European Journal of Education Studies - Volume 3 │ Issue 4│ 2017
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THEIR IMPROVING CREATIVE THINKING AND PERFORMANCE ATTITUDE SKILLS
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Prasong Saihong, Toansakul Santiboon
EARLY CHILDHOOD PUPILS’ PERFORMANCES OF THEIR TRAINEE STUDENT TEACHER INTERNSHIPS TO
THEIR IMPROVING CREATIVE THINKING AND PERFORMANCE ATTITUDE SKILLS
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