This study examined the effect of selected sociodemographic, psychological and instructional factors on the educational achievement of the participants in the Radio Correspondence Project, a multi-media distance education in northern Thailand. Two different core courses (Thai language and Life Experience) in the Functional Continuing Adult Education Curriculum were included in the study. A questionnaire survey was conducted with random samples of 350 participants in the Thai language course and 650 participants in the Life Experience course. / The results of multiple regression analysis showed that, in the Thai language course, previous test score and quality of radio reception had a significant effect on educational achievement. No significant effect on educational achievement was shown by the other selected sociodemographic, psychological and instructional factors including age, sex, marital status, occupation, income, number of years out of school, interest in the program, self-confidence in achievement, purposes of participation, amount of time for study each lesson, number of printed materials read, number of radio programs listened to, number of group meetings attended, access to radio, reception of prints, previous education program, preference of instructional media, and preference of learning contexts. / The findings in the Life Experience course showed that, among all selected socio-demographic, psychological and instructional factors, number of years out of school, amount of time for studying each lesson, number of radio programs listened to, quality of radio reception, and previous test score had a significant effect on educational achievement. No significant effect on educational achievement was found in the other selected factors in the study. / Concerning the effect of each specified block of variables, the findings showed that the instructional block had a significant effect in explaining the variability of educational achievement in both Thai language and Life Experience courses. The socio-demographic block had a significant effect on educational achievement only in the Life Experience course, while the psychological block had no significant effect on educational achievement in either course. / Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0870. / Thesis (Ph.D.)--The Florida State University, 1985.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75534 |
| Contributors | CHINNANON, SANONG., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 217 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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