SHS Web of Conferences
Volume 26, 2016ERPA International Congresses on Education 2015 (ERPA 2015)
|Number of page(s)||6|
|Published online||26 April 2016|
Guidelines for enhancing learning curiosity of non-formal student using daily life context
1 155/149 Mu.15Rattanatibeth Road Bangbuathong, Nontaburi 11110 Thailand
2 Department of Life Long Education, Facuty of Education, Chulalongkorn University Bangkok, 10330, Thailand
a Corresponding author: email@example.com
The purposes of this study were: to study learning curiosity within student, teacher and administrators, and to suggest the student of non-formal education learning curiosity by using daily life context. A sample was selected from a group of student of non-formal education for 400 students, categorized to 184 students of secondary education, students of high school education 216, 40 teachers of non-formal education and 20 administrators with district level of the office of the Non - Formal and Informal Education by Multi - Stage Sampling. The research tools were surveyed by using questionnaire of students. The results of the study were as follows and the questionnaire as learning curiosity of the teacher and administrator from the Non - Formal and Informal Education awareness, and transcribing from focus group discussion. The quantitative analysis by the computer program (SPSS) for statistical analysis and analyzing qualitative data by content analysis were included. The results of the study were as follows a student learning curiosity was in high level, a student supporting for learning curiosity in occupation was in high level, the teacher opinion for learning curiosity of student was in middle level. The supporting should be academic, Work and family consecutive. The administrator of the Non - Formal and Informal Education thought, learning curiosity of student was in middle level. The student should be gained occupation knowledge for the first, because of their lifestyle in the north eastern of Thailand; they needed to support their family. Almost citizens were agriculturist, gardener, farmer or merchandiser, and then to permit academic education, family and socialization, the occupation developing was given precedence.
Key words: Learning curiosity / non-formal student / daily life context
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