Master’s Degree Students’ Achievements in Doing Thesis, Hatyai University

Arunsree Phumnuan 1, Assoc. Prof. Dr. Sujitra Jorajit 2, Assoc. Prof. Dr.Thatsani Pratan 3

1. M.A. in Human and Social Development, Faculty of Liberal Arts, Prince of Songkla University 2. Graduate School, University 3. Graduate School, Hat Yai University

ABSTRACT

The research was aimed to study factors effecting master’s degree students’ achievements, problems, obstacles, and management to ensure that students would be graduated within the curriculum. The research was qualitatively conducted through the in- depth interview: Hatyai University twenty-eight master’s degree students in education administration from 2001 to 2006, two administrators of education curriculum, four thesis advisors, and two staffs of the graduate school.

The research revealed as follows: 1. The factors related to thesis achievements were the following: (1) students’ personal factors: the expectation of graduation within two years, family understanding, encouragement, suggestions, reducing burdens, and the full support of supervisors, (2) curriculum and curriculum management and resources: the appropriateness of the curriculum related to students’ needs, choosing proficient lectures with teaching approaches emphasized the importance of students’ analysis, making decision, and solving problems. The general advisors and thesis advisors should provide sufficient time, knowledge and experiences, encouragement, and clear and accurate advice. The academic sources should be more various and enough. The graduate students who had experiences in education administration were likely to be successful in doing researches, and (3) thesis management processes: having a handbook, accuracy of layout and publishing, giving advice and following up by phone, and making appointments and arrangements from the graduate school.

2. The problems and obstacles in doing thesis were from personal factors: falling behind the schedule, time arrangements, and typing skills. The curriculum and administration which provided fewer courses in research methodology also hindered the students’ achievements, especially statistics. The fulltime lecturers, lacking modern teaching technology, academic sources, and the staffs looked after the layout of writing and typing were still insufficient.

3. The suggestions and management of conducting research: the students should select a topic that they feel ease, have careful planning, and become more active. For the university, it should consider the qualifications of the students who choose to do research and provide the qualified advisors, including increasing academic sources.

Key Words: Achievement and Doing thesis

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INTRODUCTION The main commitment of higher education institutes was to produce graduates. This mission was continuously performed and became a mechanism for developing the nation. According to the Higher Education Act, section 28, 1999, it enforced the higher education to aim at academic development, high professional vocation, and doing research in order to gain knowledge for social development, especially in gradate education. Thus, master’s degree students would play leading roles in changes and advancement, and social development. However, the most significant problems of graduate education administration were students’ late graduation due to a delay of doing research. It was found between 2001 and 2006 that only 13.13 % of the graduate students (2 years curriculum) in education administration were graduated on time, and only 37.09% of the graduate students (2 years curriculum) in business administration were graduated at the usual time. Therefore, a number of graduate students in business administration were higher than those who were in education administration. This was because most students in education administration chose “plan A” (to do a research), which caused students to graduate less, waste time and money, lose social status and work, and lack confidence. The numbers of graduated students were left over continuously. These directly impacted upon both education administration and advisors, and also wasted students’ time and finances. From the problems and impacts above, the researchers were interested in “Master’s Degree Students’ Achievements in Doing Research”, Hatyai University. It was to address problems and suggest solutions as a way to facilitate graduate students to be qualitatively graduated at the correct time. It was also to reduce wastefulness of higher education institutes and losing opportunity in the graduate school.

OBJECTIVES 1. To study the factors connected with master’s degree students’ achievements in doing thesis, Hatyai University.

2. To study problems, obstacles, and administrative processes in doing thesis in order to make students graduate.

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LIMITATIONS OF THE STUDY The research was a qualitative study conducted through in-depth interview . It was face-to face interview between participants and the researchers. The main group of participants was twenty-eight master’s degree students’, who were graduated in education administration from 2001 to 2006, Hatyai University. The co-participants were two administrators of education curriculum, two thesis advisors and co-advisors, and two staffs of the graduate school.

RESEARCH METHODOLOGY The instrument used to collect the data was in-depth interview . It was a half structural interview developed by the researchers. The participants’ problems, objectives, and hypotheses of doing research were interviewed. The reliability of the instrument was checked out by experts, and the suggestions then were used to improve the instrument by making a pilot test with one participant in order to examine the completeness of the data and objectives and improve the questions before posing.

DATA COLLECTION The researchers prepared knowledge, coordination, and equipment to collect the data from a filed interview and documents. The interview was started with researchers’ introduction, defining objectives of the study, and protecting interviewees’ rights. While conducting the interview, both electronic and documentary recordings were made. The accuracy and reliability of the data then were reviewed. Unless the data was complete, the additional interview would be conducted later by telephone and an appointment.

DATA ANALYSIS The participants’ main personal data was analyzed by frequency distribution while the content analysis was chronologically used to analyze the data related to achievement expectations, social support, curriculum and management, resources, and administrative process. The researchers then connected each issue with descriptive method, and extended the relationship of the findings to draw an overview conclusion, which would be used for the suggestions.

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CONCLUSION AND DISCUSSION Part 1: Main participants’ general information It was found that master’s degree students who graduated within two years were female more than male. In this case, female might have more attempt, patience, and thoroughness, which were needed in doing a thesis, than male. According to Suangkawathin, (2008:1) also stated that, in the world of education, women were patient, diligent, keen to learn, selfcontroled, and strive for self development. They were more successful in studying than male students who were dropped out because of various reasons. Moreover, master’s degree students who graduated within two years were working in administrative positions while master’s degree students who graduated after two years were working as staff. As the research result, it might be because people in administrative level had the characteristics which supported doing thesis, such as being a good planner and good decision maker. As Atiwitayaporn, (2008:3) pointed out that, administrators had characteristics of being smart, smart in making decision and solving problems, and took high responsibility.

Part 2: Factors effecting the achievements of conducting research

Students’ personal factors 1. Expectation of graduation The expectation of graduation was found that master’s degree students expected their graduation in two years before starting to study. This was perhaps the students intended and perceived that their abilities and willpower could fulfill their achievements by two years. According to Bandura (cited in Narkrak, 2007:12–13), two expectations of achievements were the expectation of abilities, which was the belief of oneself to reach the expected goal; the expectation of outcome, which was personal prediction on behavior that could fulfill the expectation. The students who were graduated in two years had higher expectation. This was because of having good planning, time arrangement, and advisors’ monitoring with the full support. For those who were gradated after the usual time, they had lower expectation due to lacking plan following, unclear schedule in doing research, advisors’ time, and having full- time responsibilities. Chindanurak pointed out (cited in Chankon, 2003:49) that schedule planning became an important tool for study planning. The high performance students know how to effectively arrange their schedule, and followed the plan well. These could achieve their graduation.

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2. Social support It was found that most master’s degree students accordingly agreed that the support of family, friends, lecturers, supervisors, and financial support could put them forwards to the achievements of doing research. Narkrak (2007:13 -14) elucidated the social support that it was the way in which receivers were helped for information and materials or mental support from supporters. These could be an individual or a group that had major influences on the ways the receivers behaved.

Factors in curriculum and curriculum management 1. Contents of curriculum The master’s degree students who were graduated within two years mostly agreed that the courses in the curriculum were complete and appropriate; that meant, suitable for students’ requirements. On the other hand, those who were graduated later two years mostly agreed that the courses provided were lacking in qualitative research contents and statistics for research. This might be because the main participants had different background, experiences, knowledge, abilities, and further study aspiration, which were perceived differently. For Lekroengsin (1997:7-9), the curriculum with clear objectives, specific contents, valuable experiences of course contents, and learning processes were significant as a key factor which facilitated learners to develop forwards to their aims.

2. Curriculum management The master’s degree students who were graduated within two years relatively agreed that the university must have standard selection process for applicants. The candidates’ qualifications must be carefully considered, especially those who were graduated in education administration or had experiences in this filed. The research unveiled like this probably due to lacking strict regulations on selection, including other knowledge backgrounds for master’s degree, which were English and research methodology. The number of accepted students must be balanced with the number of full-time lecturers. The lecturers provided for the courses must expertise in a particular field as well. According to (Yunnan, M.Ed:n.d .:1-3)

“The Evaluation of Post Graduate Education Program”, Social Science and Development, Nakorn Phatom Rajabhat University (1999-2002), the researcher suggested that the process of selecting applicants should focus on those who were in the same field as in bachelor’s degree, and the university must provide enough lecturers.

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Factors in resources 1. Lecturers The master’s degree students who were graduated within two years and those who were graduated later mostly agreed that providing advice, knowledge, and encouragement by lecturers were beneficial for graduation. The lecturers must have multiple teaching approaches focused on analysis, making decision, finding solution, and self-learning. In this respect, it could be because doing research was a synthesis and analytical process which all knowledge must be integrated. If students received such knowledge and developed these skills, doing research would be easily achieved. In addition, they distinctively agreed that some modern teaching technology was not used by some lecturers. As Sangsataem (2001:34) studied the factors related to effective teaching and learning processes in non-formal education for service personnel, the researcher said that teachers were lacking in receiving training on specific courses. Using teaching materials could not provide effective suggestions for students as they expected. Then, it progressively impacted on teaching and learning process, taking examination, and educational achievement.

2. General advisors The master’s degree students who were graduated later two years mostly asked advice from general advisors, who would suggest help and actively encourage students well. For those who were graduated on time, when problems occurred, they would ask advice from main advisors, who would give direct advice and suggestions. These revelations of the study perhaps came from students’ problems with their advisors; for example, unable to ask advice from the thesis advisors or having conflicts with the advisors. Therefore, the students must count on others who were qualified as their thesis advisors. The general advisors sometimes provided better advice than the thesis advisors. Suttachit, and Thiranurak (2006:2) studied students and advisors’ attitude to the roles of advisors, Faculty of Education, , and pointed out that both students and advisors viewed the roles of advisors differently significantly at 0.5 in every aspect: both giving advice and suggestions, providing help, and coordination. This could be concluded that advisors were a crucial factor connected with students’ learning achievements.

3. Thesis advisors

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The master’s degree students who were graduated within two years and later indicated a way to choose advisors that the graduate school appointed them thesis advisors. Most advisors had acceptable characteristics: having knowledge and experiences in students’ selected topics, able to give accurate and clear advice, having sufficient time, and following up students’ progression. These characteristics lead students to graduation. Definitely, thesis advisors were important factors to graduation. If the students were appointed with qualified advisors, it was believed that doing research would be completed more than a half. On the contrary, the students who were appointed with unqualified advisors could hardly complete their thesis or have high quality. According to this case, Thirakul (2003: abstract) studied “Factors Effecting Master’s Degree Students’ Achievements in Doing Research,” , and said that the most important factor was the thesis advisors’ characteristics. The researcher also suggested the approaches to thesis achievements that the advisors should fully dedicate time and attention to students. The advisors should have experiences in doing research and academic status.

4. Academic sources The master’s degree students relatively agreed that academic sources such as books, textbooks, theses, journals, other media, and computers in Hatyai University were still insufficient. Other services such as photocopiers and booking and returning books were still inconvenient. These could not provide enough data for doing thesis. Having such results were maybe because of conducting research required a lot of sources of information; for example, references from theses, books, textbooks, and journals. In order to support their own theses, all the data then usually used to make comparison and as a model; therefore, the academic sources must be available. Phommaharat (2001) conducted a study on “Students’ Problems of Doing Research in Graduate School”, Faculty of Science, , and indicated that the problems of information sources in the university were students’ most important issue.

Factors in the administration of doing thesis 1. Procedure Most master’s degree students relatively agreed with and knew the procedures of doing research very well. The most difficult step was data analysis, data interpretation, and discussions because the students did not have statistic background. For the discussion part,

The International Conference on Graduate Students’ Research Work: 7 A Joint Conference between the Faculty of Liberal Arts, Prince of Songkla University and the Malaysia National Writers Association (PENA) students did not have enough data, including incompetent of analysis and reasoning for supporting the results. The procedures of writing, checking, and typing were delayed. The study uncovered such results might be because doing research was important to every step, and each step based upon students’ skills and experiences. If students were lacking in those requirements, they would feel unease. From the outcome of the study, most master’s degree students lacked both statistic and data synthesis skills used in discussion, which were from individual practices. If students comprehended the whole process of doing research, including having carefulness, doing research would be achieved. The results, however, opposed against (Aekwarangkul , 1998) “Master’s Degree Students’ Problems of Doing Research,” Faculty of Education, . The study indicated that the problems of doing research related students were about bad planning in choosing a topic, and the students did not understand research methodology.

2. Follow up of the graduate school Most master’s degree students accordingly agreed that the graduate school followed up students’ thesis progression by phone and appointment. The small group meeting was also rescheduled to assign students’ duties, on what and when to do. The follow up actively stimulated students to do research, and it allowed the graduate school to know the problems and obstacles of conducting research together with finding solutions or improvement for effective performances. The study revealed these outcomes perhaps because doing research must be consecutively done. Without such consecutiveness, the students would get bored and despairing, so the graduate school must follow up the students and force them to work on their researches as scheduled. When the students received feedbacks from the graduate school, they could improve and develop their work more effectively. Takomthong (2008: 6-7) said that the follow up was a way to collect data on performances used to seek solutions and improve performances as expected with high effectiveness.

PROBLEMS AND OBSTACLES IN THE ACHIEVEMENTS OF DOING RESEARCH

1. Students The students were unable to follow their plan due to lacking typing skills, understanding in advisors’ correction, allocating time for work and thesis. As the same time, students’ fulltime job also impacted on doing thesis. This might be because master’s degree students lacked necessary skills in doing research and had heavy burdens, which could not

The International Conference on Graduate Students’ Research Work: 8 A Joint Conference between the Faculty of Liberal Arts, Prince of Songkla University and the Malaysia National Writers Association (PENA) implement the thesis plan. Thus, students felt despair and conceived them as ineffective people to do research at the planned time. In this respect, Bandura (cited in Narkrak, 2007:12–13) said that people avoided behaving towards what were beyond their abilities, and behaved towards what they could do. The perception of abilities then determined the levels of endeavors. Those who hesitated about their abilities most endeavored less when facing with problems or obstacles. The people who had high perception on their abilities would highly persevere in dealing with problems or obstacles, and those who had very determined way mostly succeeded in achievements.

2. Curriculum and management The curriculum did not contain enough courses in doing research; therefore, the students did not acknowledge enough knowledge, especially statistics for research. Showing such results could be because conducting research sought for facts and knowledge in which the researchers must adapt the processes to a topic. For this reason, the researchers must profoundly understand the whole process. Rakpholamoeng and Phitiyanuwat (2006: 60-61) claimed that many graduate students found it difficult to do thesis because it was their first time and lacked confidence. Those who could do everything except thesis mostly excused that doing research had no exact formulas; they did not have enough research skills and attention from the advisors.

3. Resources Sometimes a problem occurred in cooperating with the external advisors, and the relationship between the advisors and students was not very close. These revelations could be because of insufficient full-time lectures and advisors’ regulations from the Committee of Higher Education. The university then must recruit more lectures. If the university appointed external lecturers to students, qualifications must be carefully considered, whether they were qualified or not. According to Lomlai and Thairin (1999: abstract), they did a research on “The Graduate Students’ Attitudes, Chiang Mai University, Towards Suggesting, Controlling, and Advising from the Advisors.” They found that the thesis advisors should have morality and kindness, and used to be an advisory chairman or a committee. The others ones were the academic sources which could not fulfill students’ requirements, especially the theses on education. They were still not various. The textbooks were not suitable for doing thesis; they were no longer used as references. Other services were inconvenient as well. The study unveiled these outcomes could be because Hatyai

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University just provided master’s degree curriculum since 2001, and these were the reasons why books and textbooks were insufficient. Another reason was about students’ various topics in which the materials and media could not cover them all. Hence, the university should continuously provide these materials as a way to give students most updated information for doing research, including IT service center with large network and enough staffs. Phongphaibun (2547:41-43) said that a library was a place with various types of materials both for studying and fulfilling individuals’ need.

4. Thesis management The managerial process of writing and typing was delayed due to not having a certain staff, who was responsible for these tasks, and the staff changing caused inaccurate checking because each person thought and worked differently. When interviewing the staffs who were in charge of writing and typing theses, they said that students did not understand the writing styles and typing: they were careless with wording, citing, making references, punctuations, and space. Some students did not hand in the latest edition to the staffs, and the number of staffs was not enough resulting spending more time for each staff. To discover these findings, it could be because doing research was ended at publishing. If students and staffs were careless with proofreading processes, the theses would be misleading and deceptive. Consequently, the reputation of all stakeholders would be damaged. Publishing processes then should take proper time. Rakpholamoeng and Phitiyanuwat (2006:59) said that theses were students’ works. For proofreading, most students always handed their works in on short time or at a very tight deadline. As the result, the publication in a journal had a lack of intensive quality checking.

SUGGESTIONS Policy Suggestion 1. The university should improve criterions of master’s degree admission and be strict on student’s quality. 2. Graduate school should determine mechanism and obvious regulations of being thesis advisors. 3. The university should form a sector or working team to assist students in doing thesis such as research advisory unit. 4. The university should set up a policy in order to motivate students to finish their thesis such as giving scholarships for doing thesis.

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Suggestions for the Further Study 1. It should research on “The Master’s Degree Students’ Achievements in Doing Thesis” focusing on graduate students, complete graduate students, and those who were conducting theses from both government and private universities.

2. Education administration styles in graduate schools effecting thesis achievements should be carried on in order to make a comparison.

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(Online). Available: http://kunkroo.com/evaluation.doc. [2008, July 10 ). Atiwitayaporn, Charus. 2008. Modern Administrators. (Online). Available: ht tp://www.edu.tsu.ac.th/major/administration/Data. (2008, December 3) Su-angkawathin, Sompong Chitradab. 2008. Woman rights…man must know. (Online). Available: http://news.sanook.com/scoop/scoop _246093.php. (2008, July 20).

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