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CRITIQUE PAPER

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Teacher Autonomy Support Intervention As A Classroom Practice
In A Thai School
A Self-Determination Theory Perspective

Rohaiza Binti Ahmad
819146
SGDY 5033 (Group B)
learohaiza@gmail.com

Professor Dr. Rosna binti Awang Hashim
Lecturer of SGDY 5033
16th April 2016

Background of the study was clearly defined by presenting specific theory of human motivation and the definition of the concept of the self-determination itself clearly. In a quasi-experimental. Teacher autonomy support intervention as a classroom practice in a Thai school from self-determination theory perspective is a case study about teachers applying the concept of autonomy support in regular classroom. I feel that the author has presented a good research to the study. In the following paragraphs.Teacher Autonomy Support Intervention as a Classroom Practice in a Thai School A self-determination theory perspective. The students in both the groups self-reported their class-related experience before intervention (pretest). This is a well-written article and significant study worth to an education purpose. 103 students from Grade 6 of a Thai public school underwent the intervention for seven weeks in natural classroom setting. methodology and approach used based on empirical data within self-determination theory. and finally discuss the implication of TAS intervention from self-determination theory perspective for future research in school reform. after intervention (posttest1) and after the withdrawal of intervention (posttest2). But this study a meager about teachers applied or not in their classroom. A longitudinal intervention program was designed to facilitate autonomy support instruction in a natural classroom setting and to access its effectiveness on Thai students’ learning motivation. The teacher had been . This background to study is important to sensitize readers to the context of the research. with an appended withdrawal design. non-equivalent control group design. The design. I will examine the research methodology and the findings of the study. Readers were also well informed of the purpose and methodology of the study. The author has successfully oriented readers to problems of the study and the community studied. Even though the benefits of teacher autonomy support for optimal school functioning is evident in literature.

teacher could not discontinue her newly adopted motivating style instantly. Limitation of the study were clearly stated such as the research design chosen.2006). From the study. combination validated instructions from past studies and participant of the study were sampled from one grade of a Thai School. years of teaching experience. Student become higher interest and made harder effort to learn the subject in autonomy supportive conditions and student feel less pressured. whereby MANOVA was used to determine if independent variables on their own in combination with one another have an effect on dependent variable. The study was enclosed with a positive finding. external regulation and internal regulation. If no continuous effort. Experimenter effect is the one of the threats to quasi-experimental design. These finding partially contradict their hypothesis . When the programme withdrawal treatment. pressure. The teacher’s intervention was dully observed by trained raters in experimental group. From this study. Through this study. Thus. nationality and native language. It is because the teacher of both groups different on demographic data. I feel in terms of methodology her finding was cleared. I believed that TAS are very important that teacher should use in their teaching to increase a student motivation and effort.observed and measured using TAS rating scale during regular sessions to ensure whether the teacher using or not TAS. her univariate results on withdrawal of intervention failed to show significant difference on variable interest. The study sends a powerful message. its shows that the teacher become more autonomy supportive after trained. This indicates that students were benefitted by autonomy supporting teaching methods because teacher nurtured student’s inner motivational resources (Reeve. The score decrease significantly with the withdrawal of intervention. Student perception is an evident of teachers’ autonomy support in experimental group when it shows significant increase in perceived autonomy support after the intervention. possible to them to internalize the autonomy supportive methodology.

The prior experience of the learner will affect the interest of the learner. investigating the role of situational (classroom context) and individual factors on interest found that interest.centered pedagogy. Considering the background of Thai Education reforms in 1999 that strongly recommend learner. To implement autonomy support in class not depend on teacher factors but the school policy itself that influence the degree of support a teacher can extend in classroom. this study provides strong implication for future education by using TAS intervention in Asian classroom. Finally. 2002). developed within a period of time in an activity or subject is likely to continue as a function of the prior experience of the individual’s interest. (2008). From the study.that lower perceived autonomy support in withdrawal condition would result in decrease of means of dependent variables. The researcher hope that this study will help in advance their understanding of motivation Thai elementary school level by considering the motivational constructs. the effects were only significant on effort and feeling of relatedness. and teachers will be able to focus on their education practices in a more meaningful way based on the needs of their student. . They could not find substantial published study to compared their finding within the SDT. the successful to implement these reforms at Thai classrooms because the lack of information of the relevance and the effectiveness of learner-centered pedagogy in Thai classroom. 2008. Tsai et al. But they found some explanation in a study. Misconception about the ”student-centered” approach are prevalent among Thai educators (Chongcharen. Friday. The researcher also hope this study will inform Thai school policymakers about the feasibility of implementing TAS in regular classroom setting. That’s why when student’s perception of TAS was low with withdrawal conditions.

Journal for Multicultural Education. Teacher autonomy support intervention as a classroom practice in a Thai school: A self-determination theory perspective. 9 No 1. (2015). A. & Noman.. . M. 1027. Vol.. R. Awang Hashim.Reference Kaur. pp.