Abstract
The methodology of principled eclecticism employs a number of different teaching theories towards a specific set of goals. This quasi-experimental qualitative research examined whether principled eclecticism would affect learning achievements and attitude towards English by students in remote areas of Thailand, with a view to re-examining Thailand’s educational policy. A total of 20 hours of teaching was conducted on primary school students at a school in the remote rural northeastern province of Kalasin using principled eclecticism. Pre- and post-tests revealed improved learning achievements to a significant degree; however, when broken down into sections, significant learning achievements tended to be in areas where students memorized vocabulary rather than used vocabulary to make critical choices. Student attitude towards English language learning improved significantly. Results can be used as guidelines for the Thai Ministry of Education to implement policy changes in the field of English language teaching, particularly in lower socioeconomic areas where scores are traditionally low.
Recommended Citation
Biggs, Andrew; Limtasiri, Oranuch; and Watchana, Umporn
(2020)
"Principled Eclecticism: A Mix and Match Solution for Rural Thai Classrooms?,"
Asia-Pacific Social Science Review: Vol. 20:
Iss.
4, Article 9.
DOI: https://doi.org/10.59588/2350-8329.1337
Available at:
https://animorepository.dlsu.edu.ph/apssr/vol20/iss4/9
