STUDENTS’ EXPECTATION AND SATISFACTION TOWARDS TEACHING METHODS AT MASTER’S DEGREE LEVEL IN THE FIELDS OF HUMANITIES AND SOCIAL SCIENCES: A STUDY AT MAHIDOL UNIVERSITY

Abstract

           This research aimed to (1) study students’ expectation and satisfaction level with the teaching methods of the Master of Humanities and Social Sciences, Mahidol University, (2) compare students’ expectation and satisfaction with the teaching methods, and (3) propose teaching methods of Humanities and Social Sciences, Mahidol University. The quantitative approach was used for this research. The sample groups consisted of 181 were the postgraduate students in Humanities and Social Sciences, Mahidol University. The research tool was the questionnaires.

          The research results showed the followings: (1) According to the analytical results, students’ expectation level had the mean of 4.30 which was at the highest level. After considering each aspect, the researcher found that the Theoretical Subject Group had the mean of 4.34 which was at the highest level.  The Applied Subject Group had the mean of 4.28 which was at the highest level.  And the Research Subject had the mean of 4.30 which was at the highest level. According to the analytical results, students’ satisfaction level had the mean of 3.99 which was at a high level.  After considering each aspect, the researcher found that the Theoretical Subject Group had the mean of 4.02 which was at a high level.   The Research Subject Group had the mean of 3.98 which was at the highest level.  And the Applied Subject Group had the mean of 3.97 which was at a high level. (2) According to the results of analyzing and comparing students’ expectation and satisfaction, the researcher found that students differently expressed the expectation and satisfaction.  After considering each aspect, the researcher found that students differently expressed the expectation and satisfaction with the Theoretical Subject Group (t = 4.49). Students differently expressed the expectation and satisfaction with the Applied Subject Group (t = 4.39). Students differently expressed the expectation and satisfaction with the Research Subject Group (t = 4.71). (3) The suitable instructional models of the Theoretical Subject Group consisted of storyline model, cooperative learning model, and jurisprudential inquiry model. The suitable instructional models of the Applied Subject Group consisted of cooperative learning model, storyline model, and advanced organizer model.  The suitable instructional models of the Research Subject Group consisted of Torrance’s future problem solving instructional model, storyline model, and synectics instructional model.