โมเดลสมการโครงสร้างพหุระดับปัจจัยที่ส่งผลต่อความสามารถในการฟังภาษาอังกฤษของนักเรียนระดับชั้นมัธยมศึกษาปี ที่ 3 โรงเรียนเอกชนในจังหวัดเชียงใหม่

Abstract

This research aimed to analyze multi-level confirmatory factor, factor affecting English listening ability of Grade 9 Students in Private Schools, Chiang Mai Province and to develop and test the validity of A Multilevel Structural Equation Modeling of said students. The sample were selected through Multi-Stage Random Sampling technique consisted of 1,200 of Grade 9 Students. The research instruments were test of English listening and a scale on factor affecting English listening ability. The data obtained were analyzed using descriptive statistics, multiple correlation coefficient analysis, confirmatory factor analysis, multi–level confirmatory analysis and multi-level structural equation model analysis. The results of the study were as follows: 1. The result of analysis confirmatory factors of english listening ability reviewed that there was construct validity or congruence with empirical data. This could be considered from statistical value used for checking and the model validity including : x2= 0.002 df = 1 p-value = 0.961 CFI = 1.000 TLI = 1.016 RMSEA = 0.000 Within = 0.000 SRMR Between = 0.002 and x2/df = 0.002 2. For the result of developing and checking validity of the model of multi-level structural equation modeling of grade 9 students in private schools, Chiang Mai province, it was found that the model was in congruence with empirical data. This could be considered from statistical value used for checking and the model validity including : x2= 895.658 df = 374 p = 0.000 CFI = 0.964 TLI = 0.960 RMSEA = 0.034 SRMR Within = 0.042 SRMR Between = 0.568 and x2 = 2.394. The student variables significant .01 affecting English listening ability included : attitude, motivation, habit of study and parental support with total effect sizes of 0.347, 0.288, 0.251 and 0.250, respectively. In addition, the variables at the classroom level significant .01 affecting English listening ability included personality of teacher and teaching quality with total effect sizes of 0.859 and 0.214, respectively. All of the predictive variables at within level and between level could cooperatively English listening ability at 93.10 and 74.30 percent respectively.