A COMPARISON OF LEARNING ACHIEVEMENT IN THE COURSE MATHEMATICS FOR PRIMARY SCHOOL AMONG FRESHMAN STUDENTS IN THE LEARNING MANAGEMENT SCIENCE PROGRAM (MATHEMATICS MAJOR) ADMITTED THROUGH DIFFERENT ADMISSION PATHWAYS

Thirdsak Kajornboon; Kanchana  Boonphak; Mai  Charoentham

doi:10.55003/IJIET.8105

Authors

Thirdsak Kajornboon Department of Industrial Education, School of Industrial Education and Technology, King Mongkut’s Institute of Technology Ladkrabang, Bangkok 10520 Thailand
Kanchana Boonphak Department of Industrial Education, School of Industrial Education and Technology, King Mongkut’s Institute of Technology Ladkrabang, Bangkok 10520 Thailand
Mai Charoentham Department of Industrial Education, School of Industrial Education and Technology, King Mongkut’s Institute of Technology Ladkrabang, Bangkok 10520 Thailand

DOI:

https://doi.org/10.55003/IJIET.8105

Keywords:

Admission pathways, Learning achievement, Mathematics teacher education, TCAS

Abstract

As learning outcomes may differ across university admission pathways, this study examined this association in the course Mathematics for Primary School. The participants were 30 first-year undergraduate students enrolled in the Learning Management Science Program (mathematics major). Students were admitted through five pathways: Portfolio (PF), Mathematics–Science Teacher Preparation Program (MS), Allocated School Quota (QT), Central Admission System (CA), and Independent Direct Admission (DA). Learning outcomes were assessed across cognitive, psychomotor, and affective domains using formative assessments (70%) conducted weekly and a summative final examination (30%). One-way analysis of variance revealed statistically significant differences in overall learning achievement among students admitted through different pathways at the 95% confidence level (F = 3.932, p ≤ .05). Post hoc analyses indicated significant differences between the PF and CA. However, no significant differences in mean learning achievement were found between the PF and MS, QT, or DA. Similarly, no significant differences were observed between the CA and MS, QT, or DA. The findings suggest that admission pathways are associated with variations in students’ learning achievement in teacher education contexts. The selection process for first-year students should not rely solely on high academic scores. Instead, admission processes should also consider applicants’ genuine motivation and their awareness of the profession they intend to pursue.

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