I DREAM Research Journal 2017 Length of service Fig. 2 Frequency and Percentage Distribution of Re- spondents by Age As shown in the Figure 2, most of the teacher re- spondents were from 31-40 years old with a total number of 12 respondents (40%), followed by 41-40 years old with a total number of 7 (23%), 23-30 years old with a total number of 6 respondents (20%), and 51-and above years old with 5 respondents (17%). These factors which may have bearing on the Assessment of Project GUIDE in Improving NAT and Grade of Grade Students are as follows: Age Fig. I DREAM Research Journal 2017 Results and Discussion Teacher-related factors The teacher-related factors in this study include age, length of service, and number of trainings attended. Multiple regression analysis for identifying the predic- tors and testing the validity of the hypothesis. The descriptive statistics for the computation of mean, frequency, percentage and standard deviation. Statistical Treatment of Data To answer the problem posed in this study, the fol- lowing statistical tools were used in analyzing the data col- lected. The results were tabulated for appropriate statistical treatment. Adamson University, Central Luzon State University and the University of the Philippines are known universities where Thais usually studied.īut the trend has come to an end as the Philippines political and economic stability declined.I DREAM Research Journal 2017 questionnaire was administered to the four (4) selected grade 10 sections, and teachers in Araling Panlipunan De- partment in Imus National High School through the help and cooperation of teachers, Department Head, and Prin- cipal. The band’s name is from Tagalog “kalabaw”. Its members studied at the Gregorio Araneta Foundation (La Salle). Among the popular Thai personalities who were Philippine educated is the popular band, Kalabaw. Thais before World War 2 since the country’s education system was patterned to the American curriculum aside from cheap tuition and living compared to the United States and England. Philippines was a popular destinations among. But it was only on 14 June 1949 the Philippines and Thailand signed the Treaty of Friendship, formalizing their bilateral relationship. Long before the concept of ASEAN which established treaties, the ancient kingdoms of Siam and Luzon had been engaged in trading as well as sending troops by the latter to fight the Burmese during the Sukhothai Dynasty.
Ideological, social and national values were introduced into education delivered to students, and with the implementation of the Compulsory Education Act of 1921, school attendance tied children and parents to the nation state and made them liable to it. In the Northern part, incorporating the Lanna kingdom and hill tribe populations into Siam proved not to be easy. In the Southern part of the kingdom, population was mainly Muslim, spoke Malay and felt culturally closer to the Malay state (Dulyakasem 1991). Giving rise to Thai-ness among the populations located at the margins of the kingdom was a tremendous ordeal. Education was vital for this mission as it would contribute not only to bringing state power into the provinces through state-paid teachers and government officials, but also to transmitting a whole nation-related imagery to the young generations. Internally, King Chulalongkorn had to legitimize his power and to unify the kingdom by integrating satellite kingdoms into a wider space, the Siamese nation state. Siam needed to stand firm within the regional arena, swept by the winds of Western colonialism. The shaping of a new education took place amidst strong political struggles. Wyatt (1969), Mead (2004) and Watson (1982) underlined the need for a modern administration, to handle the Siamese nation-state “as” the Western states, and in that respect, the key role played by education to structure the new Siam and to appear to the eyes of the world as civilized (Peleggi 2002). Many scholars tracing back the evolution from traditional education to a modern education system emphasized the feeling of necessity that motivated this transformation. Modern education in Thailand started at the end of the nineteenth century under the impulse of King Chulalongkorn.
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