Factors Influencing High Academic Achievement of Stateless Migrant Children in Tak Province, Thailand

Peson Chobphon

doi:10.47836/pjssh.29.1.08

Abstract

The knowledge gained from this study will contribute to the field of migrant education and could encourage policymakers and educators to implement education programmes to both meet the needs and enable the success of migrant children. This multi-case study examined five factors—family, individual, school/teacher, peer group, and community/culture—that influenced the academic achievement of migrant children. The key participants were six migrant children in Grade 6 in two Royal Thai Government schools in Mae Sot, Tak Province, Thailand, three class teachers, and six caregivers. Data were collected through semi-structured interviews and observations. Creswell’s five steps of qualitative data analysis was used: organising and preparing data, reading through all data, coding the data, interrelating the themes, and interpreting the meaning of themes. The seven themes were as follows: (1) the value of education; (2) parents/guardians as important agents to support their children’s education; (3) individual characteristics contributing to good grades; (4) the impact of peer relationships; (5) healthy relationships with school and teachers; (6) the power of the community; and (7) gratitude as a motivation for a high level of education.

Highlights

Much research in recent years has focused on identifying the key factors that promote academic success among students whose demographic characteristics and school circumstances place them at high risk of failure
If these psychological variables do have a positive influence on achievement, which elements of the school context support the development of higher levels of student engagement and perceived academic competence?
Other path analysis models tackled the second research question:. If these psychological variables do have a positive influence on achievement, which elements of the school context support the development of higher levels of student engagement and competence?

Summary

Introduction

Much research in recent years has focused on identifying the key factors that promote academic success among students whose demographic characteristics and school circumstances place them at high risk of failure. If these psychological variables do have a positive influence on achievement, which elements of the school context support the development of higher levels of student engagement and perceived academic competence?. The section offers a brief overview of the relevant literature on student attitudes and behavior and their relationship to academic achievement and on elements of school context that are associated with student success. This is followed by an overview of the research design: the sample of students followed in the study, the measures and their sources, and the analytical model. Research indicates that over the long term, students are more likely to be engaged in the classroom when they are asked to conduct experiments, participate in debates and role-playing, create models, and complete projects. Evidence suggests that when classroom instruction draws on students’ preexisting knowledge, culture, and real-world experiences, it becomes more meaningful. Students enjoy learning more and learn better when what they are studying is of personal interest and relates to their lives.

Research Methods and Design

Results

Key findings answering this research question include:

Study Limitations