ผลของความสอดคล้องระหว่างแบบการเรียนกับแบบการสอนที่มีต่อความสุขในการเรียนรู้ของนักเรียน / คู่บุญ ศกุนตนาค = Effects of a match of learning styles to teaching styles on students' happiness in learning / Kooboon Sakuntanak
The purposes of this research were (1) to study student’s learning styles, teachers’ teaching styles and students’ happiness in learning in all subjects areas, (2) to study the matching between learning styles and teaching styles in all subjects areas and (3) to study the effect of the matching between learning styles and teaching styles on students’ happiness in learning. The sample consisted of 720 eleventh grade students in school under the jurisdiction of the Office of the Basic Education Commission in Bangkok area. The research instruments are the Grasha and Riechmann learning styles and teaching style survey (1975) and the students’ happiness in learning survey, based on learning with happiness theory initiated by the Office of the National Education Commission (1997). Data were analyzed by (1) descriptive statistics: Frequency, Percentage, Mean, Maximum value, Mode, Standard Deviation, cross-tabulation and judged value of mean were examined to describe students’ learning styles, teachers’ teaching styles, students’ happiness in learning and a match of students’ learning styles to teachers’ teaching styles and (2) inferential statistics: X²-test, t-test, two-way ANOVA and three-way ANOVA were examined to analyze the effect of a match of students’ learning styles to teachers’ teaching styles on students’ happiness in learning The important findings were summarized as below: (1) The most students’ learning styles were participant style, followed by collaborative style, avoidant style and dependent style in the same level, competitive style and independent style, respectively. The examination of X²-test between learning style factors and background factors found that sex, GPA and GPA of each subject areas were related to learning styles. (2) Most teachers’ teaching styles were expert style, followed by personal model style, delegator style, facilitator style and formal authority style, respectively. (3) Most students’ happiness in learning in all subjects areas were at the moderate level: Thai subject had the highest scores, while English subject was at the least scores. The three–way ANOVA analysis found that there were the interaction effect between students’ learning styles and sex, students’ learning section and GPA and teachers’ teaching styles and sex, which affected to students’ happiness in learning at statistic significant level of .05. (4) Most students’ learning styles doesn’t match to teachers’ teaching styles and (5) no different of students’ happiness in learning were found between students who has learning styles that match and not match to teachers’ teaching styles.
