การพัฒนาเกณฑ์ปกติและอิทธิพลเชิงสาเหตุของการรู้วิทยาศาสตร์สำหรับนักศึกษาวิชาชีพครูในพื้นที่สามจังหวัดชายแดนภาคใต้

Abstract

The objettives of this research was to establish the norm and to study the causal factors influence the scientific literacy of teachers in the three southernmost provinces of Thailand. The population used in this study were 480 of 3rd to 5th years teacher professional students in General Sciences, Biology, Chemistry and Physics majors in Prince of Songkla University, Yala Rajabhat University, and Fatoni University. The sample divided into 2 phases. Phase 1 consisted of 220 people using Krejcie and Morgan, Phase 2 quota was selected by 210 people according to the ratio of parameters. The instruments used in the phase 1 research were scientific literacy tests of 18 questions and Phase 2, 18 questions and 4 aspects of questionnaire include, attitude, motivation, curiosity and the quality of life. Data were analyzed by basic • statistics such as frequency, percentage, mean, standard deviation and one - way ANOVA compare the mean scores of scientific literacy cassified by universities and construct norms of scientific literacy converting raw scores into percentiles and T score. and 3) analyzing the causal factors using Smart PLS 3.0 program. The results of the study showed as following 1) The overall average score of the teacher professional students is 20.41 points out of 30 points. While the average score for each aspect is carried out as 6.60 out of 12 points, 6.04 out of 9 points, and 7.77 out of 9 points for Knowledge, Context, and Attitude, respectively. The classified scientific literacy scores between 3 universities were statistically significant differences at the .01 level. The students from Prince of Songkla University hold a highest mean scores compared to students from Yala Rajabhat University and Fatoni University. When considering in each aspect, it was found that the Knowledge was significantly different at the .01 level. For Context and Attitude, there was no statistically significant difference 2) norms of scientific literacy scores of the sample group as a whole, there was a score ranges from Tia to T7o (P3.8 - P96.10) and 3) The results of the hypothesis testing of the structural equation model from all 8 hypotheses show that only 3 hypotheses are supported as followed: 1) Attitude has a positive influence on quality. Life, 2) motivation has a positive influence on attitude and 3) motivation has a positive influence on curiosity. The other 5 hypotheses showed that the influence between the two latent variables is not statistically significant, which mean that it cannot support the hypothesis set "forth.