INFLUENCING FACTORS OF STUDENTS’ LEARNING ACHIEVEMENT IN BUSINESS ENGLISH COURSES AT VALAYA ALONGKORN RAJABHAT UNIVERSITY UNDER THE ROYAL PATRONAGE

Abstract

     The objectives of this research were 1) to study the influencing factors of students’ learning achievement in Business English courses, 2) to determine the relationships between variables: Students Families Teachers Teaching styles,and Students’ learning achievement, and 3) to survey students’ opinions about teaching styles to develop an effective teaching approach. The participants were selected by simple random sampling. They were 87 students who were studying in the VLE106 course (Introduction to English in Business Communication) and the VLE 206 course (English for Inter-Office Communication) during the first semester of the academic year 2021. The research instrument was a questionnaire (IOC = 0.86). Statistics used in this study were percentages, mean, standard deviation, and Pearson’s product-moment correlation coefficient.
     The research results were as follows:
     1. The teachers factor (X3) affected students’ learning achievement at the highest level ( = 4.50, S.D. = 0.50), and the Students factor (X1) was the second factor ( = 4.25, S.D. = 0.49), while Families ( = 4.22, S.D. = 0.85), and Teaching styles ( = 4.05, S.D. = 0.67) affected their learning achievement, respectively.
     2. Based on the results of Pearson’s product-moment correlation coefficient analysis, it was found that all four variables including Students, Families, Teachers, and Teaching styles were significantly and positively correlated with Students’ learning achievement at .05. Moreover, it was found that the Families variable and Teachers variable were positively significant at .05, while other variables were not significantly correlated at .05.
3. According to students’ opinions toward the teaching approach development, the program administration should provide graduates with the ability to meet the labor market needs by allowing them to practice all necessary skills and apply them to real-life scenarios. Moreover, students’ opinions about online learning included the fact that there were too many assignments and that it was more difficult studying with senior teachers who were not skillful in modern technology.