Situational Factors that Affecting Active Learning Behavior of Islamic Studies’ Student Program in Higher Education of Three Southern Border Provinces of Thailand
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Abstract
The purpose of this study aimed to examine the structure of situational factors affecting active learning behavior for Islamic studies students’ in three southern border provinces of Thailand. Data were collected from 300 undergraduate students by using a questionnaire. The samples were from three universities in three southern border provinces of Thailand. The exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized to identify the underlying factors and test the construct reliability and convergent validity. The results show that the situational factors affecting active learning behavior consisted of 3 dimensions and 12 indicators include; family support 4 indicators, learning environment 4 indicators, and interaction between the instructor and learners 4 indicators. Additionally the confirmatory factor analysis of the model was found to be fit and reliable and all parameter estimates was a valid construct and achieved the suggested value, X2/df=1.255 P=.104 CFI=.946 AGFI=.965 GFI=.965 IFI=.992 TLI=.990 RMSEA=.029 and RMR=.024. The study also found evidence that learning environment has the highest coefficient, followed by family support and the interaction with the instructors respectively. Therefore the higher education institutions in the three southern border provinces should encourage developing environment for students in order to enhance their learning skill and improve the learning potential of students in the three southern border provinces.
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