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Real-Life Problems and Real-Life Problem Solving Ability of High School Students: A Case Study of a Private All-Boys Boarding School |
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| รหัสดีโอไอ | |
| Creator | Pantisa Phansuwan |
| Title | Real-Life Problems and Real-Life Problem Solving Ability of High School Students: A Case Study of a Private All-Boys Boarding School |
| Contributor | Kornkanok Lertdechapat |
| Publisher | Centre for Education Innovation, Print and Online Media |
| Publication Year | 2569 |
| Journal Title | An Online Journal of Education (OJED) |
| Journal Vol. | 21 |
| Journal No. | 2 |
| Page no. | 1-18 |
| Keyword | real-life problem-solving, all-boys boarding school, real-life problem |
| URL Website | https://so01.tci-thaijo.org/index.php/OJED |
| Website title | An Online Journal of Education (OJED) |
| ISSN | 1905-4491 (Online) |
| Abstract | Students in private all-boys boarding schools live together under conditions involving time constraints, strict regulations, and social adjustment, which may affect their ability to cope effectively with academic challenges as well as real-life problems. This qualitative research aimed to 1) explore the real-life problems experienced by high school students, and 2) investigate the abilities of high school students to solve real-life problems in the context of a private all-boys boarding school. The target group consisted of 25 high school students studying in a private all-boys boarding school under the Office of the Private Education Commission in Bangkok. The research instruments included self-assessment questionnaires and semi-structured interviews on the real-life problems of high school students, as well as self-assessment questionnaires and semi-structured interviews on the students’ abilities to solve real-life problems. The data were analyzed using inductive content analysis and thematic analysis. The results revealed that 1) students experienced environmental problems the most. In particular, high levels of dust and extreme heat in the afternoon affected outdoor activities. Meanwhile, issues related to peace and institutions and social issues are the secondary and third dimensions, respectively. 2) The key behavior reflecting the lowest level of real-life problem-solving ability was the ability to search for or produce creative solutions, which was at a fairly good level. At the highest level, the key behavior demonstrating real-life problem-solving ability is the capacity to select creative solutions and to plan the implementation of those solutions when compared to other key behaviors. The above findings are beneficial for teachers in designing learning activities that meaningfully promote students’ ability to solve real-life environmental problems in boarding school contexts. |
