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The International Conference on Sustainable Community Development27-29 January 2011
The Understanding of Sufficiency Economy Philosophy among
Students of the Office of the Basic Education Commission in Inspection Region 4
Sudarat Intarat1 Sumalee Chanchalor2
1,2Learning Innovation in Technology Program, Faculty of Industrial Education and Technology
King Mongkut’s University of Technology Thonburi,
126 Bangmod, Thungkru, Bangkok 10140
Telephone: 0-84098-3025
E-mail: [email protected]
Abstract This study aimed to examine the understanding of the
philosophy of sufficiency economy and their lifestyle behaviors
led by this philosophy among students of the Office of the Basic
Education Commission in Inspection Region 4: Ratchaburi,
Nakhonpathom, Suphanburi and Kanchanaburi. 417 high school
students who were randomly selected participated in this study.
Data were collected through a test of the philosophy of sufficiency
economy knowledge and a 4-likert scale questionnaire with 7
lifestyle behaviors aspects: moderate spending, circumspection,
rationality, domestic help, social help, environment care and
career development. The results showed that students’ un-
derstanding on the philosophy of sufficiency economy is quite
good (
The Understanding of Sufficiency Economy Philosophy among Students of the Office of the Basic Education Commission in Inspection Region 4
Sudarat Intarat 1 Sumalee Chanchalor 21,2Learning Innovation in Technology Program, Faculty of Industrial Education and Technology
King Mongkut’s University of Technology Thonburi, 126 Bangmod, Thungkru, Bangkok 10140
Telephone: 0-84098-3025 E-mail: [email protected]
Abstract This study aimed to examine the
understanding of the philosophy of sufficiency economy and their lifestyle behaviors led by this philosophy among students of the Office of the Basic Education Commission in Inspection Region 4: Ratchaburi, Nakhonpathom, Suphanburi and Kanchanaburi. 417 high school students who were randomly selected participated in this study. Data were collected through a test of the philosophy of sufficiency economy knowledge and a 4-likert scale questionnaire with 7 lifestyle behaviors aspects: moderate spending, circumspection, rationality, domestic help, social help, environment care and career development. The results showed that students’ understanding on the philosophy of sufficiency economy is quite good ( X =21) and scores of students' lifestyle behaviors in 7 aspects indicated that domestic help, circumspection, rationality and social help were at frequent level ( X =2.96, 2.93, 2.84and 2.80, respectively) while career development, environment care and moderate spending are at seldom level ( X = 2.48, 2.40 and 1.90, respectively).
Keywords: Sufficiency Economy, Lifestyle behaviours, The Office of the Basic Education Commission in Inspection Region 4.
1. Introduction
The philosophy of sufficiency economy is a way of life which initiated by His Majesty King Bhumibol Adulyadej for his people for over 30 years. He emphasizes on the development of the concept of self-sufficiency by using principles of moderation, rationality, and good immunity and he also reminds Thai people not to lead life carelessly but they should be aware of step by step development according to theoretical ideal. They should lead and practice their life in the moral framework.
Thai government realizes how important this philosophy is for a sustainable development in
Thai society. Thus, it is underlined into education policy in order to improve the quality and standard of the students at all levels of education.
The National Economic and Social Development Plan No. 10 and 11, which focus on the philosophy of sufficiency economy to develop the country have been operating in a variety of projects [1]. In the field of education, this philosophy is put in curriculum for students to learn and to practice but monitoring has not shown a clear result, particularly in the Inspection Region 4. This study aimed to examine how students in the Inspection Region 4 understand the philosophy of sufficiency economy and how they behave according to this philosophy. The data obtained can be used for policy makers to drive the philosophy of sufficiency economy in schools in order to develop appropriate strategies in education management.
2. Objectives
This study aims to examine the understanding of the philosophy of sufficiency economy and their lifestyle behaviors led by this philosophy among students of the Office of the Basic Education Commission in Inspection Region 4.
Hypotheses: the understanding of sufficiency economy philosophy and lifestyle behaviors led by this philosophy of students varies according to gender, grade level, and province.
3. Procedure
The population in this study was high school students in the first semester of academic year 2010 of the Office of the Basic Education Commission in Inspection Region 4. 417 high school students from 4 provinces: 120 from Ratchaburi, 123 from Nakhonpathom, 119 from Suphanburi and 55 from Kanchanaburi participated in this study. They were selected using stratified random sampling technique.
=21) and scores of students’ lifestyle behaviors in 7
aspects indicated that domestic help, circumspection, rationality
and social help were at frequent level (
The Understanding of Sufficiency Economy Philosophy among Students of the Office of the Basic Education Commission in Inspection Region 4
Sudarat Intarat 1 Sumalee Chanchalor 21,2Learning Innovation in Technology Program, Faculty of Industrial Education and Technology
King Mongkut’s University of Technology Thonburi, 126 Bangmod, Thungkru, Bangkok 10140
Telephone: 0-84098-3025 E-mail: [email protected]
Abstract This study aimed to examine the
understanding of the philosophy of sufficiency economy and their lifestyle behaviors led by this philosophy among students of the Office of the Basic Education Commission in Inspection Region 4: Ratchaburi, Nakhonpathom, Suphanburi and Kanchanaburi. 417 high school students who were randomly selected participated in this study. Data were collected through a test of the philosophy of sufficiency economy knowledge and a 4-likert scale questionnaire with 7 lifestyle behaviors aspects: moderate spending, circumspection, rationality, domestic help, social help, environment care and career development. The results showed that students’ understanding on the philosophy of sufficiency economy is quite good ( X =21) and scores of students' lifestyle behaviors in 7 aspects indicated that domestic help, circumspection, rationality and social help were at frequent level ( X =2.96, 2.93, 2.84and 2.80, respectively) while career development, environment care and moderate spending are at seldom level ( X = 2.48, 2.40 and 1.90, respectively).
Keywords: Sufficiency Economy, Lifestyle behaviours, The Office of the Basic Education Commission in Inspection Region 4.
1. Introduction
The philosophy of sufficiency economy is a way of life which initiated by His Majesty King Bhumibol Adulyadej for his people for over 30 years. He emphasizes on the development of the concept of self-sufficiency by using principles of moderation, rationality, and good immunity and he also reminds Thai people not to lead life carelessly but they should be aware of step by step development according to theoretical ideal. They should lead and practice their life in the moral framework.
Thai government realizes how important this philosophy is for a sustainable development in
Thai society. Thus, it is underlined into education policy in order to improve the quality and standard of the students at all levels of education.
The National Economic and Social Development Plan No. 10 and 11, which focus on the philosophy of sufficiency economy to develop the country have been operating in a variety of projects [1]. In the field of education, this philosophy is put in curriculum for students to learn and to practice but monitoring has not shown a clear result, particularly in the Inspection Region 4. This study aimed to examine how students in the Inspection Region 4 understand the philosophy of sufficiency economy and how they behave according to this philosophy. The data obtained can be used for policy makers to drive the philosophy of sufficiency economy in schools in order to develop appropriate strategies in education management.
2. Objectives
This study aims to examine the understanding of the philosophy of sufficiency economy and their lifestyle behaviors led by this philosophy among students of the Office of the Basic Education Commission in Inspection Region 4.
Hypotheses: the understanding of sufficiency economy philosophy and lifestyle behaviors led by this philosophy of students varies according to gender, grade level, and province.
3. Procedure
The population in this study was high school students in the first semester of academic year 2010 of the Office of the Basic Education Commission in Inspection Region 4. 417 high school students from 4 provinces: 120 from Ratchaburi, 123 from Nakhonpathom, 119 from Suphanburi and 55 from Kanchanaburi participated in this study. They were selected using stratified random sampling technique.
=2.96, 2.93, 2.84 and
2.80, respectively) while career development, environment care
and moderate spending are at seldom level (
The Understanding of Sufficiency Economy Philosophy among Students of the Office of the Basic Education Commission in Inspection Region 4
Sudarat Intarat 1 Sumalee Chanchalor 21,2Learning Innovation in Technology Program, Faculty of Industrial Education and Technology
King Mongkut’s University of Technology Thonburi, 126 Bangmod, Thungkru, Bangkok 10140
Telephone: 0-84098-3025 E-mail: [email protected]
Abstract This study aimed to examine the
understanding of the philosophy of sufficiency economy and their lifestyle behaviors led by this philosophy among students of the Office of the Basic Education Commission in Inspection Region 4: Ratchaburi, Nakhonpathom, Suphanburi and Kanchanaburi. 417 high school students who were randomly selected participated in this study. Data were collected through a test of the philosophy of sufficiency economy knowledge and a 4-likert scale questionnaire with 7 lifestyle behaviors aspects: moderate spending, circumspection, rationality, domestic help, social help, environment care and career development. The results showed that students’ understanding on the philosophy of sufficiency economy is quite good ( X =21) and scores of students' lifestyle behaviors in 7 aspects indicated that domestic help, circumspection, rationality and social help were at frequent level ( X =2.96, 2.93, 2.84and 2.80, respectively) while career development, environment care and moderate spending are at seldom level ( X = 2.48, 2.40 and 1.90, respectively).
Keywords: Sufficiency Economy, Lifestyle behaviours, The Office of the Basic Education Commission in Inspection Region 4.
1. Introduction
The philosophy of sufficiency economy is a way of life which initiated by His Majesty King Bhumibol Adulyadej for his people for over 30 years. He emphasizes on the development of the concept of self-sufficiency by using principles of moderation, rationality, and good immunity and he also reminds Thai people not to lead life carelessly but they should be aware of step by step development according to theoretical ideal. They should lead and practice their life in the moral framework.
Thai government realizes how important this philosophy is for a sustainable development in
Thai society. Thus, it is underlined into education policy in order to improve the quality and standard of the students at all levels of education.
The National Economic and Social Development Plan No. 10 and 11, which focus on the philosophy of sufficiency economy to develop the country have been operating in a variety of projects [1]. In the field of education, this philosophy is put in curriculum for students to learn and to practice but monitoring has not shown a clear result, particularly in the Inspection Region 4. This study aimed to examine how students in the Inspection Region 4 understand the philosophy of sufficiency economy and how they behave according to this philosophy. The data obtained can be used for policy makers to drive the philosophy of sufficiency economy in schools in order to develop appropriate strategies in education management.
2. Objectives
This study aims to examine the understanding of the philosophy of sufficiency economy and their lifestyle behaviors led by this philosophy among students of the Office of the Basic Education Commission in Inspection Region 4.
Hypotheses: the understanding of sufficiency economy philosophy and lifestyle behaviors led by this philosophy of students varies according to gender, grade level, and province.
3. Procedure
The population in this study was high school students in the first semester of academic year 2010 of the Office of the Basic Education Commission in Inspection Region 4. 417 high school students from 4 provinces: 120 from Ratchaburi, 123 from Nakhonpathom, 119 from Suphanburi and 55 from Kanchanaburi participated in this study. They were selected using stratified random sampling technique.
= 2.48, 2.40 and
1.90, respectively).
Keywords: Sufficiency Economy, Lifestyle behaviours, The
Office of the Basic Education Commission in Inspection Region 4.
1. Introduction The philosophy of sufficiency economy is a way of life
which initiated by His Majesty King Bhumibol Adulyadej for his
people for over 30 years. He emphasizes on the development of
the concept of self-sufficiency by using principles of moderation,
rationality, and good immunity and he also reminds Thai people
not to lead life carelessly but they should be aware of step by
step development according to theoretical ideal. They should
lead and practice their life in the moral framework.
Thai government realizes how important this philoso-
phy is for a sustainable development in Thai society. Thus, it is
underlined into education policy in order to improve the quality
and standard of the students at all levels of education.
The National Economic and Social Development Plan
No. 10 and 11, which focus on the philosophy of sufficiency
economy to develop the country have been operating in a variety
of projects [1]. In the field of education, this philosophy is put in
curriculum for students to learn and to practice but monitoring
has not shown a clear result, particularly in the Inspection Region
4. This study aimed to examine how students in the Inspection
Region 4 understand the philosophy of sufficiency economy
and how they behave according to this philosophy. The data
obtained can be used for policy makers to drive the philosophy
of sufficiency economy in schools in order to develop appropriate
strategies in education management.
2. Objectives This study aims to examine the understanding of the
philosophy of sufficiency economy and their lifestyle behaviors
led by this philosophy among students of the Office of the Basic
Education Commission in Inspection Region 4.
Hypotheses: the understanding of sufficiency economy
philosophy and lifestyle behaviors led by this philosophy of
students varies according to gender, grade level, and province.
3. Procedure The population in this study was high school students
in the first semester of academic year 2010 of the Office of the
Basic Education Commission in Inspection Region 4. 417 high
school students from 4 provinces: 120 from Ratchaburi, 123 from
Nakhonpathom, 119 from Suphanburi and 55 from Kanchanaburi
participated in this study. They were selected using stratified
random sampling technique.
The principles of the sufficiency economy were
reviewed in order to set a conceptual framework to study
student’s knowledge and lifestyle behaviors. The following are
the definitions of terms included in this study.
1. The philosophy of sufficiency economy refers to the
concepts of how one leads a life at all levels at domestic level,
96
The International Conference on Sustainable Community Development27-29 January 2011
community level and state level, in a middle way, sufficiently.
Their conditions are omniscience, circumspection, carefulness
and virtue.
2. To study the understanding on the philosophy of
sufficiency economy refers to study student’s knowledge and
behavior towards sufficiency economy-based living at individual
and community levels in particular.
3. Knowledge refers to the understanding of the
principles of sufficiency economy philosophy at individual and
social levels in the community, as well as the understanding of
the sufficiency principles that can be applied to lead a life at
individual and social levels in the community.
4. Lifestyle behavior refers to student’s lifestyle be-
haviors that are led by sufficiency economy philosophy, namely
moderate spending, rationality, circumspection, helping their
families, social participation, environment care and job/career
advancement.
Research instruments
1. A knowledge test which is used to assess students’
understanding of the philosophy of sufficiency economy. There
are 25 questions in the test which includes: meaning of sufficiency
economy, the understanding of means to apply these principles
to each individual’s life, individual ways of living, living with other
people in the society, helpfulness, planning, and sufficiency and
being immunity.
2. A 4-likert scale questionnaire of 7 aspects of lifestyle
behavior ranging from 1 = seldom to 4= frequent. There are 25
questions in the questionnaire and are divided as follows: 7
questions on moderate spending, 3 questions on rationality, 2
questions on circumspection, 4 questions on helping their families,
5 questions on helping the society, 3 questions on environment
care and 1 question on job/career advancement.
The researcher adapted the questionnaire of Sumalee
(2007). Then the questionnaire was validated by five experts
in the field and piloted to find the reliability level. The result was
.77 which is in a recommended reliability level.
4. The result of research 4.1 The comparison of the understanding the phi-
losophy of sufficiency economy.
The comparison of the understanding of the philoso-
phy of sufficiency economy between males and female, using
t-test analysis, the result indicated that understanding on the
philosophy of sufficiency economy between male and female
students were not significant differently (p<= .05) as shown in
Table 1.
Table 1: Mean score and Standard Deviation of the students’
understanding of the philosophy of sufficiency economy between
female and male students
However, if we look at different grade levels: grade
10, 11, and 12, the F-test analysis showed that students’ un-
derstanding of sufficiency economy philosophy are statistically
significant as shown in Table 2. This meant that at least one
grade level is different from other grade levels. Then, the post
hoc test was computed.
Table 2: Analysis of Variance of the understanding of the phi-
losophy of sufficiency economy by grade levels
Table 3: Comparison of Students’ understanding of the philoso-
phy of sufficiency economy of all grade levels
Table 3 shows that the average score of students’
understanding in grade 12 was different from the understanding
of students from grade 10 and 11 students (p< = 0.05). The other
pairs were not statistically significant. The highest average score
of students’ understanding score was grade 12 with 21.7 which
was higher than other groups of students.
Moreover, the data then was analyzed using one-way
The principles of the sufficiency economy were reviewed in order to set a conceptual framework to study student’s knowledge and lifestyle behaviors. The following are the definitions of terms included in this study.
1. The philosophy of sufficiency economyrefers to the concepts of how one leads a life at all levels at domestic level, community level and state level, in a middle way, sufficiently. Their conditions are omniscience, circumspection, carefulness and virtue.
2. To study the understanding on the philosophy of sufficiency economy refers to study student’s knowledge and behavior towards sufficiency economy-based living at individual and community levels in particular.
3. Knowledge refers to the understanding of the principles of sufficiency economy philosophy at individual and social levels in the community, as well as the understanding of the sufficiency principles that can be applied to lead a life at individual and social levels in the community.
4. Lifestyle behavior refers to student’s lifestyle behaviors that are led by sufficiency economy philosophy, namely moderate spending, rationality, circumspection, helping their families, social participation, environment care and job/career advancement.
Research instruments
1. A knowledge test which is used to assess students’ understanding of the philosophy of sufficiency economy. There are 25 questions in the test which includes: meaning of sufficiency economy, the understanding of means to apply these principles to each individual's life, individual ways of living, living with other people in the society, helpfulness, planning, and sufficiency and being immunity.
2. A 4-likert scale questionnaire of 7 aspects of lifestyle behavior ranging from 1 = seldom to 4= frequent. There are 25 questions in the questionnaire and are divided as follows: 7 questions on moderate spending, 3 questions on rationality, 2 questions on circumspection, 4 questions on helping their families, 5 questions on helping the society, 3 questions on environment care and 1 question on job/career advancement.
The researcher adapted the questionnaire of Sumalee (2007). Then the questionnaire was validated by five experts in the field and piloted to find the reliability level. The result was .77 which is in a recommended reliability level.
4. The result of research
4.1 The comparison of the understanding the philosophy of sufficiency economy.
The comparison of the understanding of the philosophy of sufficiency economy between males and female, using t-test analysis, the result indicated that understanding on the philosophy of sufficiency economy between male and female students were not significant differently (p<= .05) as shown in Table 1.
Table 1: Mean score and Standard Deviation of the students’ understanding of the philosophy of sufficiency economy between female and male students
Sex N SD t-test male 154 20.88 2.60 1.54 female 263 21.26 2.35 total 417 21.12 2.45
P >.05
However, if we look at different grade levels: grade 10, 11, and 12, the F-test analysis showed that students’ understanding of sufficiency economy philosophy are statistically significant as shown in Table 2. This meant that at least one grade level is different from other grade levels. Then, the post hoc test was computed.
Table 2: Analysis of Variance of the understanding of the philosophy of sufficiency economy by grade levels
*P < .05
Sum of Squares df
MeanSquare F Sig.
BetweenGroups
182.979 2 91.490 16.423 .000
WithinGroups
2306.263 414 5.571
Total 2489.242 416
X
The principles of the sufficiency economy were reviewed in order to set a conceptual framework to study student’s knowledge and lifestyle behaviors. The following are the definitions of terms included in this study.
1. The philosophy of sufficiency economyrefers to the concepts of how one leads a life at all levels at domestic level, community level and state level, in a middle way, sufficiently. Their conditions are omniscience, circumspection, carefulness and virtue.
2. To study the understanding on the philosophy of sufficiency economy refers to study student’s knowledge and behavior towards sufficiency economy-based living at individual and community levels in particular.
3. Knowledge refers to the understanding of the principles of sufficiency economy philosophy at individual and social levels in the community, as well as the understanding of the sufficiency principles that can be applied to lead a life at individual and social levels in the community.
4. Lifestyle behavior refers to student’s lifestyle behaviors that are led by sufficiency economy philosophy, namely moderate spending, rationality, circumspection, helping their families, social participation, environment care and job/career advancement.
Research instruments
1. A knowledge test which is used to assess students’ understanding of the philosophy of sufficiency economy. There are 25 questions in the test which includes: meaning of sufficiency economy, the understanding of means to apply these principles to each individual's life, individual ways of living, living with other people in the society, helpfulness, planning, and sufficiency and being immunity.
2. A 4-likert scale questionnaire of 7 aspects of lifestyle behavior ranging from 1 = seldom to 4= frequent. There are 25 questions in the questionnaire and are divided as follows: 7 questions on moderate spending, 3 questions on rationality, 2 questions on circumspection, 4 questions on helping their families, 5 questions on helping the society, 3 questions on environment care and 1 question on job/career advancement.
The researcher adapted the questionnaire of Sumalee (2007). Then the questionnaire was validated by five experts in the field and piloted to find the reliability level. The result was .77 which is in a recommended reliability level.
4. The result of research
4.1 The comparison of the understanding the philosophy of sufficiency economy.
The comparison of the understanding of the philosophy of sufficiency economy between males and female, using t-test analysis, the result indicated that understanding on the philosophy of sufficiency economy between male and female students were not significant differently (p<= .05) as shown in Table 1.
Table 1: Mean score and Standard Deviation of the students’ understanding of the philosophy of sufficiency economy between female and male students
Sex N SD t-test male 154 20.88 2.60 1.54 female 263 21.26 2.35 total 417 21.12 2.45
P >.05
However, if we look at different grade levels: grade 10, 11, and 12, the F-test analysis showed that students’ understanding of sufficiency economy philosophy are statistically significant as shown in Table 2. This meant that at least one grade level is different from other grade levels. Then, the post hoc test was computed.
Table 2: Analysis of Variance of the understanding of the philosophy of sufficiency economy by grade levels
*P < .05
Sum of Squares df
MeanSquare F Sig.
BetweenGroups
182.979 2 91.490 16.423 .000
WithinGroups
2306.263 414 5.571
Total 2489.242 416
X
Table 3: Comparison of Students’ understanding of the philosophy of sufficiency economy of all grade levels
Grade level 10 11 12 10 20.05 -.78 -1.65* 11 20.82 -.88* 12 21.70
*P < .05
Table 3 shows that the average score of students’ understanding in grade 12 was different from the understanding of students from grade 10 and 11 students (p< = 0.05). The other pairs were not statistically significant. The highest average score of students’ understanding score was grade 12 with 21.7 which was higher than other groups of students.
Moreover, the data then was analyzed using one-way analysis of variance to see students’ understanding across different provinces: Ratchaburi, Nakhonpathom, Kanchanaburi and Suphanburi. The result showed that the differences of students were statistically significant (p < = 0.05). This meant that at least one province is different from other provinces. Then, the post hoc test was computed.
Table 4: Analysis of Variance of Students’ understanding of philosophy of sufficiency economy by province
Sum of Squares df
MeanSquare F Sig.
BetweenGroups
357.697 3 119.232 23.102 .000
WithinGroups
2131.545 413 5.161
Total 2489.242 416
*P < .05
Table 5: Comparison of Students’ understanding of the philosophy of sufficiency economy of all provinces
*P < .05
Table 5 shows that the average score of students’ understanding of students in Nakhonpathom was different the understanding of students in Ratchaburi, Suphanburi and Kanchanaburi and average score of students in Suphanburi was different from average score of students in Kanchanaburi (p < = 0.05). The other pair was not statistically significant. The highest average score of students’ understanding of students in Nakhonpathom which was higher than any other mean score of students from other provinces.
4.2 The results of comparison of lifestyle behaviors based on philosophy of sufficiency economy
The result from the questionnaire to examine lifestyle behaviors of students based on the philosophy of sufficiency economy showed that domestic help, circumspection, rationality, and social help were at frequent level. Students' behaviors on career development, environment care and moderate spending were at seldom level as shown in Table 6.
Table 6: Mean score and Standard Deviation of seven aspects of Student’s behavior toward sufficiency economy.
Aspect N SD
1. Moderate Spending 417 1.90 0.33
2. Circumspection 417 2.94 0.58
3. Rationality 417 2.84 0.52
4. Domestic help 417 2.97 0.48
5. Social help 417 2.80 0.48
6. Environment care 417 2.40 0.44
7. Career development 417 2.48 0.78
Then, T-test analysis was computed to see the differences between male and female students in Inspection Region 4, the results indicated that students' behaviors of male and female in Inspection Region 4 on the philosophy of sufficiency economy were significant differently (p< = .05) in moderate spending and domestic help. The average score of male students' behavior in aspects moderate spending was higher than average score of the female students' lifestyle behavior whereas the average scores of female students' behavior on domestic help was higher than average score of male students' behavior as shown on the Table 7.
Province 1 2 3 4
1.Ratchaburi 20.54 -1.77* -.67 1.03
2.Nakhonpathom 22.31
1.10* 2.80*
3.Suphanburi 21.21
1.70*
4.Kanchanaburi 19.51
X
X
97
The International Conference on Sustainable Community Development27-29 January 2011
analysis of variance to see students’ understanding across dif-
ferent provinces: Ratchaburi, Nakhonpathom, Kanchanaburi and
Suphanburi. The result showed that the differences of students
were statistically significant (p < = 0.05). This meant that at least
one province is different from other provinces. Then, the post
hoc test was computed.
Table 4: Analysis of Variance of Students’ understanding of
philosophy of sufficiency economy by province
Table 3: Comparison of Students’ understanding of the philosophy of sufficiency economy of all grade levels
Grade level 10 11 12 10 20.05 -.78 -1.65* 11 20.82 -.88* 12 21.70
*P < .05
Table 3 shows that the average score of students’ understanding in grade 12 was different from the understanding of students from grade 10 and 11 students (p< = 0.05). The other pairs were not statistically significant. The highest average score of students’ understanding score was grade 12 with 21.7 which was higher than other groups of students.
Moreover, the data then was analyzed using one-way analysis of variance to see students’ understanding across different provinces: Ratchaburi, Nakhonpathom, Kanchanaburi and Suphanburi. The result showed that the differences of students were statistically significant (p < = 0.05). This meant that at least one province is different from other provinces. Then, the post hoc test was computed.
Table 4: Analysis of Variance of Students’ understanding of philosophy of sufficiency economy by province
Sum of Squares df
MeanSquare F Sig.
BetweenGroups
357.697 3 119.232 23.102 .000
WithinGroups
2131.545 413 5.161
Total 2489.242 416
*P < .05
Table 5: Comparison of Students’ understanding of the philosophy of sufficiency economy of all provinces
*P < .05
Table 5 shows that the average score of students’ understanding of students in Nakhonpathom was different the understanding of students in Ratchaburi, Suphanburi and Kanchanaburi and average score of students in Suphanburi was different from average score of students in Kanchanaburi (p < = 0.05). The other pair was not statistically significant. The highest average score of students’ understanding of students in Nakhonpathom which was higher than any other mean score of students from other provinces.
4.2 The results of comparison of lifestyle behaviors based on philosophy of sufficiency economy
The result from the questionnaire to examine lifestyle behaviors of students based on the philosophy of sufficiency economy showed that domestic help, circumspection, rationality, and social help were at frequent level. Students' behaviors on career development, environment care and moderate spending were at seldom level as shown in Table 6.
Table 6: Mean score and Standard Deviation of seven aspects of Student’s behavior toward sufficiency economy.
Aspect N SD
1. Moderate Spending 417 1.90 0.33
2. Circumspection 417 2.94 0.58
3. Rationality 417 2.84 0.52
4. Domestic help 417 2.97 0.48
5. Social help 417 2.80 0.48
6. Environment care 417 2.40 0.44
7. Career development 417 2.48 0.78
Then, T-test analysis was computed to see the differences between male and female students in Inspection Region 4, the results indicated that students' behaviors of male and female in Inspection Region 4 on the philosophy of sufficiency economy were significant differently (p< = .05) in moderate spending and domestic help. The average score of male students' behavior in aspects moderate spending was higher than average score of the female students' lifestyle behavior whereas the average scores of female students' behavior on domestic help was higher than average score of male students' behavior as shown on the Table 7.
Province 1 2 3 4
1.Ratchaburi 20.54 -1.77* -.67 1.03
2.Nakhonpathom 22.31
1.10* 2.80*
3.Suphanburi 21.21
1.70*
4.Kanchanaburi 19.51
X
X
Table 3: Comparison of Students’ understanding of the philosophy of sufficiency economy of all grade levels
Grade level 10 11 12 10 20.05 -.78 -1.65* 11 20.82 -.88* 12 21.70
*P < .05
Table 3 shows that the average score of students’ understanding in grade 12 was different from the understanding of students from grade 10 and 11 students (p< = 0.05). The other pairs were not statistically significant. The highest average score of students’ understanding score was grade 12 with 21.7 which was higher than other groups of students.
Moreover, the data then was analyzed using one-way analysis of variance to see students’ understanding across different provinces: Ratchaburi, Nakhonpathom, Kanchanaburi and Suphanburi. The result showed that the differences of students were statistically significant (p < = 0.05). This meant that at least one province is different from other provinces. Then, the post hoc test was computed.
Table 4: Analysis of Variance of Students’ understanding of philosophy of sufficiency economy by province
Sum of Squares df
MeanSquare F Sig.
BetweenGroups
357.697 3 119.232 23.102 .000
WithinGroups
2131.545 413 5.161
Total 2489.242 416
*P < .05
Table 5: Comparison of Students’ understanding of the philosophy of sufficiency economy of all provinces
*P < .05
Table 5 shows that the average score of students’ understanding of students in Nakhonpathom was different the understanding of students in Ratchaburi, Suphanburi and Kanchanaburi and average score of students in Suphanburi was different from average score of students in Kanchanaburi (p < = 0.05). The other pair was not statistically significant. The highest average score of students’ understanding of students in Nakhonpathom which was higher than any other mean score of students from other provinces.
4.2 The results of comparison of lifestyle behaviors based on philosophy of sufficiency economy
The result from the questionnaire to examine lifestyle behaviors of students based on the philosophy of sufficiency economy showed that domestic help, circumspection, rationality, and social help were at frequent level. Students' behaviors on career development, environment care and moderate spending were at seldom level as shown in Table 6.
Table 6: Mean score and Standard Deviation of seven aspects of Student’s behavior toward sufficiency economy.
Aspect N SD
1. Moderate Spending 417 1.90 0.33
2. Circumspection 417 2.94 0.58
3. Rationality 417 2.84 0.52
4. Domestic help 417 2.97 0.48
5. Social help 417 2.80 0.48
6. Environment care 417 2.40 0.44
7. Career development 417 2.48 0.78
Then, T-test analysis was computed to see the differences between male and female students in Inspection Region 4, the results indicated that students' behaviors of male and female in Inspection Region 4 on the philosophy of sufficiency economy were significant differently (p< = .05) in moderate spending and domestic help. The average score of male students' behavior in aspects moderate spending was higher than average score of the female students' lifestyle behavior whereas the average scores of female students' behavior on domestic help was higher than average score of male students' behavior as shown on the Table 7.
Province 1 2 3 4
1.Ratchaburi 20.54 -1.77* -.67 1.03
2.Nakhonpathom 22.31
1.10* 2.80*
3.Suphanburi 21.21
1.70*
4.Kanchanaburi 19.51
X
X
Table 3: Comparison of Students’ understanding of the philosophy of sufficiency economy of all grade levels
Grade level 10 11 12 10 20.05 -.78 -1.65* 11 20.82 -.88* 12 21.70
*P < .05
Table 3 shows that the average score of students’ understanding in grade 12 was different from the understanding of students from grade 10 and 11 students (p< = 0.05). The other pairs were not statistically significant. The highest average score of students’ understanding score was grade 12 with 21.7 which was higher than other groups of students.
Moreover, the data then was analyzed using one-way analysis of variance to see students’ understanding across different provinces: Ratchaburi, Nakhonpathom, Kanchanaburi and Suphanburi. The result showed that the differences of students were statistically significant (p < = 0.05). This meant that at least one province is different from other provinces. Then, the post hoc test was computed.
Table 4: Analysis of Variance of Students’ understanding of philosophy of sufficiency economy by province
Sum of Squares df
MeanSquare F Sig.
BetweenGroups
357.697 3 119.232 23.102 .000
WithinGroups
2131.545 413 5.161
Total 2489.242 416
*P < .05
Table 5: Comparison of Students’ understanding of the philosophy of sufficiency economy of all provinces
*P < .05
Table 5 shows that the average score of students’ understanding of students in Nakhonpathom was different the understanding of students in Ratchaburi, Suphanburi and Kanchanaburi and average score of students in Suphanburi was different from average score of students in Kanchanaburi (p < = 0.05). The other pair was not statistically significant. The highest average score of students’ understanding of students in Nakhonpathom which was higher than any other mean score of students from other provinces.
4.2 The results of comparison of lifestyle behaviors based on philosophy of sufficiency economy
The result from the questionnaire to examine lifestyle behaviors of students based on the philosophy of sufficiency economy showed that domestic help, circumspection, rationality, and social help were at frequent level. Students' behaviors on career development, environment care and moderate spending were at seldom level as shown in Table 6.
Table 6: Mean score and Standard Deviation of seven aspects of Student’s behavior toward sufficiency economy.
Aspect N SD
1. Moderate Spending 417 1.90 0.33
2. Circumspection 417 2.94 0.58
3. Rationality 417 2.84 0.52
4. Domestic help 417 2.97 0.48
5. Social help 417 2.80 0.48
6. Environment care 417 2.40 0.44
7. Career development 417 2.48 0.78
Then, T-test analysis was computed to see the differences between male and female students in Inspection Region 4, the results indicated that students' behaviors of male and female in Inspection Region 4 on the philosophy of sufficiency economy were significant differently (p< = .05) in moderate spending and domestic help. The average score of male students' behavior in aspects moderate spending was higher than average score of the female students' lifestyle behavior whereas the average scores of female students' behavior on domestic help was higher than average score of male students' behavior as shown on the Table 7.
Province 1 2 3 4
1.Ratchaburi 20.54 -1.77* -.67 1.03
2.Nakhonpathom 22.31
1.10* 2.80*
3.Suphanburi 21.21
1.70*
4.Kanchanaburi 19.51
X
X
Table 7: Mean score and Standard Deviation of seven aspects of lifestyle behaviors between female and male students
Next, one way analysis of variance (ANOVA) was computed to see the differences of lifestyle behaviors led by philosophy of sufficiency economy of students in Inspection Region 4 across different grade levels. The result showed that students in different grade level were significant
differently at (p< = .05) in almost all aspects, except moderate spending which is not statistically significant. Then, Post hoc test was computed as shown in Table 9 and the results are:
For Circumspection aspect, it was found that the average score of students in grade 10 is the lowest and is lower than the average score of students in grade 11 and 12. For Rationality aspect, it was found that the average score of students in grade 12 is the highest and is higher than the average score of students in grade 10 and 11. For Domestic Helpaspect, it was found that an average score of students in grade 12 is the highest and is higher than the average score of students in grade 10. For SocialHelp aspect, it was found that the average score of students in grade 12 is the highest and is higher than the average score of students in grade 10 and 11. For Environment Care aspect, it was found that the average score of students in 12 is the highest and is higher than the average score of students in grade 11. For Career Development aspect, it was found that the average score of students in grade 12 is the highest and higher than the average score of student in grade 10. The comparison of other pairs was no statistically significant.
Table 8: Mean score and Standard Deviation of seven aspects divided by grade levels
*P < .05
male female Sex Aspect SD SD
t-test
1. Moderate Spending 1.96 0.34 1.87 0.32 2.47*
2. Circumspection 2.94 0.58 2.93 0.58 0.22
3. Rationality 2.85 0.54 2.84 0.51 0.23
4. Domestic help 2.86 0.51 3.03 0.46 -3.56*
5. Social help 2.79 0.52 2.81 0.46 -0.29 6. Environment care 2.41 0.46 2.39 0.43 0.32 7. Career development 2.56 0.82 2.44 0.76 1.49
Grade 10 Grade 11 Grade 12 Grade level Aspect
X SD. X SD. X SD. F-test
1. Moderate Spending 1.88 0.30 1.96 0.34 1.89 0.34 2.43 2. Circumspection 2.71 0.60 2.96 0.52 3.02 0.58 9.239* 3. Rationality 2.68 0.52 2.78 0.52 2.94 0.50 9.340* 4. Domestic help 2.80 0.54 2.94 0.41 3.06 0.48 9.706* 5. Social help 2.69 0.47 2.65 0.47 2.92 0.47 14.594* 6. Environment care 2.36 0.45 2.27 0.46 2.48 0.41 8.897* 7. Career development 2.23 0.79 2.46 0.76 2.59 0.78 6.839*
X X
*P < .05
Table 5 shows that the average score of students’
understanding of students in Nakhonpathom was different the
understanding of students in Ratchaburi, Suphanburi and Kan-
chanaburi and average score of students in Suphanburi was
different from average score of students in Kanchanaburi (p
< = 0.05). The other pair was not statistically significant. The
highest average score of students’ understanding of students
in Nakhonpathom which was higher than any other mean score
of students from other provinces.
4.2 The results of comparison of lifestyle behaviors
based on philosophy of sufficiency economy
The result from the questionnaire to examine lifestyle
behaviors of students based on the philosophy of sufficiency
economy showed that domestic help, circumspection, rationality,
and social help were at frequent level. Students’ behaviors on
career development, environment care and moderate spending
were at seldom level as shown in Table 6.
Table 5: Comparison of Students’ Understanding of the kphiloso-
phy of sufficiency economy of all provinces
Then, T-test analysis was computed to see the differ-
ences between male and female students in Inspection Region
4, the results indicated that students’ behaviors of male and
female in Inspection Region 4 on the philosophy of sufficiency
economy were significant differently (p< = .05) in moderate
spending and domestic help. The average score of male stu-
dents’ behavior in aspects moderate spending was higher than
average score of the female students’ lifestyle behavior whereas
the average scores of female students’ behavior on domestic
help was higher than average score of male students’ behavior
as shown on the Table 7.
Table 6: Mean score and Standard Deviation of seven aspects
of Student’s behavior toward sufficiency economy.
Table 7: Mean score and Standard Deviation of seven aspects of
seven as of lifestyle behaviors between female and male student
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The International Conference on Sustainable Community Development27-29 January 2011
Table 7: Mean score and Standard Deviation of seven aspects of lifestyle behaviors between female and male students
Next, one way analysis of variance (ANOVA) was computed to see the differences of lifestyle behaviors led by philosophy of sufficiency economy of students in Inspection Region 4 across different grade levels. The result showed that students in different grade level were significant
differently at (p< = .05) in almost all aspects, except moderate spending which is not statistically significant. Then, Post hoc test was computed as shown in Table 9 and the results are:
For Circumspection aspect, it was found that the average score of students in grade 10 is the lowest and is lower than the average score of students in grade 11 and 12. For Rationality aspect, it was found that the average score of students in grade 12 is the highest and is higher than the average score of students in grade 10 and 11. For Domestic Helpaspect, it was found that an average score of students in grade 12 is the highest and is higher than the average score of students in grade 10. For SocialHelp aspect, it was found that the average score of students in grade 12 is the highest and is higher than the average score of students in grade 10 and 11. For Environment Care aspect, it was found that the average score of students in 12 is the highest and is higher than the average score of students in grade 11. For Career Development aspect, it was found that the average score of students in grade 12 is the highest and higher than the average score of student in grade 10. The comparison of other pairs was no statistically significant.
Table 8: Mean score and Standard Deviation of seven aspects divided by grade levels
*P < .05
male female Sex Aspect SD SD
t-test
1. Moderate Spending 1.96 0.34 1.87 0.32 2.47*
2. Circumspection 2.94 0.58 2.93 0.58 0.22
3. Rationality 2.85 0.54 2.84 0.51 0.23
4. Domestic help 2.86 0.51 3.03 0.46 -3.56*
5. Social help 2.79 0.52 2.81 0.46 -0.29 6. Environment care 2.41 0.46 2.39 0.43 0.32 7. Career development 2.56 0.82 2.44 0.76 1.49
Grade 10 Grade 11 Grade 12 Grade level Aspect
X SD. X SD. X SD. F-test
1. Moderate Spending 1.88 0.30 1.96 0.34 1.89 0.34 2.43 2. Circumspection 2.71 0.60 2.96 0.52 3.02 0.58 9.239* 3. Rationality 2.68 0.52 2.78 0.52 2.94 0.50 9.340* 4. Domestic help 2.80 0.54 2.94 0.41 3.06 0.48 9.706* 5. Social help 2.69 0.47 2.65 0.47 2.92 0.47 14.594* 6. Environment care 2.36 0.45 2.27 0.46 2.48 0.41 8.897* 7. Career development 2.23 0.79 2.46 0.76 2.59 0.78 6.839*
X X
*P < .05
Table 9: Comparison of lifestyle behaviors on the philosophy of sufficiency economy of all grade levels
Aspect Grade level 10 11 12 Circumspection 10 2.71 -.25* -.31* 11 2.96 -.06 12 3.02 Rationality 10 2.68 -.09 -.26* 11 2.78 -.16* 12 2.94 Domestic help 10 2.80 -.14 -.26* 11 2.94 -.12 12 3.06 Social help 10 2.69 -.04 -.22* 11 2.65 -.26* 12 2.92 Environment care 10 2.36 -.09 -.12 11 2.27 -.21* 12 2.48 Career development 10 2.23 -.23 -.36* 11 2.46 -.13 12 2.59
Table 10: Mean score and Standard Deviation of seven aspects divided by province
*P < .05
Table 10 shows that lifestyle behaviors according to the philosophy of sufficiency economy of the students in Inspection Region 4 by province: Ratchaburi, Nakhonpathom, Kanchanaburi and Suphanburi, using one-way analysis of variance, in 7 aspects as in Table 10, the results indicated that:
For Moderate Spending aspect, it was found that the average score of students in Suphanburi is the highest and is higher than the average score of student in Nakhonpathom. ForCircumspection aspect, it was found that the average score of students in Suphanburi is the highest and is higher than the average score of student in Ratchaburi. For Rationality aspect, it was found that the average score of students in Ratchaburi is lower than the average score of students in Nakhonpathom and Suphanburi and the average score of students in Kanchanaburi is the lowest and is lower than the average score of students in Nakhonpathom and Suphanburi. ForDomestic Help aspect, it was found that the
average score of students in Ratchaburi is the lowest and is lower than the average score of student in Nakhonpathom and Suphanburi. ForSocial Help aspect, it was found that the average score of students in Ratchaburi is lower than the average score of students in Nakhonpathom and Suphanburi and the average score of students in Kanchanaburi is the lowest and is lower than the average score of students in Nakhonpathom and Suphanburi. For Environment Care aspect, it was found that the average score of students in Ratchaburi is the lowest and is lower than the average score of student in Nakhonpathom and Suphanburi. For Career Development aspect, it was found that the average score of students in Ratchaburi is the lowest and is lower than the average score of student in Suphanburi. The comparison of other pairs was not statistically significant.
Ratchaburi Nakhonpathom Suphanburi Kanchanaburi ProvinceAspect
X SD. X SD. X SD. X SD. F-test
1. Moderate Spending 1.93 0.33 1.82 0.26 1.97 0.39 1.89 0.35 4.890* 2. Circumspection 2.82 0.59 2.98 0.54 3.06 0.56 2.85 0.66 4.171* 3. Rationality 2.72 0.52 2.90 0.48 2.98 0.49 2.67 0.57 8.077* 4. Domestic help 2.81 0.42 3.00 0.50 3.07 0.49 3.03 0.50 6.445* 5. Social help 2.65 0.45 2.94 0.43 2.88 0.53 2.64 0.42 10.849* 6. Environment care 2.29 0.48 2.50 0.39 2.44 0.42 2.33 0.44 5.732* 7. Career development 2.33 0.84 2.46 0.68 2.71 0.82 2.38 0.71 5.162*
X
*P < .05
Table 8 : Mean score and Standard Deviation of seven aspwcts divided by grade levels
Table 9 : Comparisan of lifestyle behaviors on the philosophy of sufficiency economy of all grade levels
Next, one way analysis of variance (ANOVA) was
computed to see the differences of lifestyle behaviors led by
philosophy of sufficiency economy of students in Inspection
Region 4 across different grade levels. The result showed that
students in different grade level were significant differently at
(p< = .05) in almost all aspects, except moderate spending which
is not statistically significant. Then, Post hoc test was computed
as shown in Table 9 and the results are:
For Circumspection aspect, it was found that the
average score of students in grade 10 is the lowest and is lower
than the average score of students in grade 11 and 12. For
Rationality aspect, it was found that the average score of students
in grade 12 is the highest and is higher than the average score
of students in grade 10 and 11. For Domestic Help aspect, it was
found that an average score of students in grade 12 is the highest
and is higher than the average score of students in grade 10.
For Social Help aspect, it was found that the average score of
students in grade 12 is the highest and is higher than the aver-
age score of students in grade 10 and 11. For Environment Care
aspect, it was found that the average score of students in 12 is
the highest and is higher than the average score of students in
grade 11. For Career Development aspect, it was found that the
average score of students in grade 12 is the highest and higher
than the average score of student in grade 10. The comparison
of other pairs was no statistically significant.
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The International Conference on Sustainable Community Development27-29 January 2011
Table 10 shows that lifestyle behaviors according to the
philosophy of sufficiency economy of the students in Inspection
Region 4 by province: Ratchaburi, Nakhonpathom, Kanchanaburi
and Suphanburi, using one-way analysis of variance, in 7 aspects
as in Table 10, the results indicated that:
For Moderate Spending aspect, it was found that the
average score of students in Suphanburi is the highest and is
higher than the average score of student in Nakhonpathom. For
Circumspection aspect, it was found that the average score
of students in Suphanburi is the highest and is higher than the
average score of student in Ratchaburi. For Rationality aspect,
it was found that the average score of students in Ratchaburi is
lower than the average score of students in Nakhonpathom and
Suphanburi and the average score of students in Kanchanaburi
is the lowest and is lower than the average score of students
in Nakhonpathom and Suphanburi. For Domestic Help aspect,
it was found that the average score of students in Ratchaburi
is the lowest and is lower than the average score of student
in Nakhonpathom and Suphanburi. For Social Help aspect, it
was found that the average score of students in Ratchaburi is
lower than the average score of students in Nakhonpathom and
Suphanburi and the average score of students in Kanchanaburi
is the lowest and is lower than the average score of students in
Nakhonpathom and Suphanburi. For Environment Care aspect,
it was found that the average score of students in Ratchaburi
is the lowest and is lower than the average score of student in
Nakhonpathom and Suphanburi. For Career Development
aspect, it was found that the average score of students in
Ratchaburi is the lowest and is lower than the average score of
student in Suphanburi. The comparison of other pairs was not
statistically significant.
5. Discussions The study found that high school students of the
Office of the Basic Education Commission in Inspection Region
4 had average level of understanding of the philosophy of the
sufficiency economy. Since the questions were about the basic
knowledge of the principles, they were included in The Office
of the National Economic and Social Development policy to
emphasize the Sufficiency Economy. The Sufficiency Economy
Sub-Commission [2], made public relations through many
approaches such as radio and television. Moreover, the Ministry
of Education has been operating projects in driving the philosophy
of Sufficiency Economy and encouraging education authorities
to educate students the philosophy of Sufficiency Economy.
This is to cultivate the our children and our youth knowledge
of sufficiency living, esteeming of resources, practicing in living
with generous and sharing with others, which includes taking
care of the environment and appreciating the culture, value and
identity of Thai.
Moreover, it was found 3 lifestyle behaviors based on the
philosophy of sufficiency economy, namely career development,
environment care and moderate spending among students were
at seldom level. This may be because students might not be
aware of the expenditure and work. This was also consistent
with other factors that influence these behaviors such as financial
economy, maturity and the individual environment [3]. Therefore,
teacher should emphasize the importance of this issue and look
for suitable guidelines to improve student behavior.
Furthermore, the comparison of lifestyle behavior
according to the philosophy of sufficiency economy, by grade
showed that when students were in a higher class, the behaviors
led by this philosophy of sufficiency economy improve, in
circumspection, rationality, domestic help, social help and
career development aspects which consistent with score of the
understanding on the philosophy of sufficiency economy. This
showed that when student got older, the maturity increased,
hence, their understanding on the philosophy of Sufficiency
Economy also increased. The ways to apply themselves and in
society should be carried out in higher education or non-formal
Table 9: Comparison of lifestyle behaviors on the philosophy of sufficiency economy of all grade levels
Aspect Grade level 10 11 12 Circumspection 10 2.71 -.25* -.31* 11 2.96 -.06 12 3.02 Rationality 10 2.68 -.09 -.26* 11 2.78 -.16* 12 2.94 Domestic help 10 2.80 -.14 -.26* 11 2.94 -.12 12 3.06 Social help 10 2.69 -.04 -.22* 11 2.65 -.26* 12 2.92 Environment care 10 2.36 -.09 -.12 11 2.27 -.21* 12 2.48 Career development 10 2.23 -.23 -.36* 11 2.46 -.13 12 2.59
Table 10: Mean score and Standard Deviation of seven aspects divided by province
*P < .05
Table 10 shows that lifestyle behaviors according to the philosophy of sufficiency economy of the students in Inspection Region 4 by province: Ratchaburi, Nakhonpathom, Kanchanaburi and Suphanburi, using one-way analysis of variance, in 7 aspects as in Table 10, the results indicated that:
For Moderate Spending aspect, it was found that the average score of students in Suphanburi is the highest and is higher than the average score of student in Nakhonpathom. ForCircumspection aspect, it was found that the average score of students in Suphanburi is the highest and is higher than the average score of student in Ratchaburi. For Rationality aspect, it was found that the average score of students in Ratchaburi is lower than the average score of students in Nakhonpathom and Suphanburi and the average score of students in Kanchanaburi is the lowest and is lower than the average score of students in Nakhonpathom and Suphanburi. ForDomestic Help aspect, it was found that the
average score of students in Ratchaburi is the lowest and is lower than the average score of student in Nakhonpathom and Suphanburi. ForSocial Help aspect, it was found that the average score of students in Ratchaburi is lower than the average score of students in Nakhonpathom and Suphanburi and the average score of students in Kanchanaburi is the lowest and is lower than the average score of students in Nakhonpathom and Suphanburi. For Environment Care aspect, it was found that the average score of students in Ratchaburi is the lowest and is lower than the average score of student in Nakhonpathom and Suphanburi. For Career Development aspect, it was found that the average score of students in Ratchaburi is the lowest and is lower than the average score of student in Suphanburi. The comparison of other pairs was not statistically significant.
Ratchaburi Nakhonpathom Suphanburi Kanchanaburi ProvinceAspect
X SD. X SD. X SD. X SD. F-test
1. Moderate Spending 1.93 0.33 1.82 0.26 1.97 0.39 1.89 0.35 4.890* 2. Circumspection 2.82 0.59 2.98 0.54 3.06 0.56 2.85 0.66 4.171* 3. Rationality 2.72 0.52 2.90 0.48 2.98 0.49 2.67 0.57 8.077* 4. Domestic help 2.81 0.42 3.00 0.50 3.07 0.49 3.03 0.50 6.445* 5. Social help 2.65 0.45 2.94 0.43 2.88 0.53 2.64 0.42 10.849* 6. Environment care 2.29 0.48 2.50 0.39 2.44 0.42 2.33 0.44 5.732* 7. Career development 2.33 0.84 2.46 0.68 2.71 0.82 2.38 0.71 5.162*
X
*P < .05Teble 10 : Mean scorde and Standard Deviation of seven aspects divided by province
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The International Conference on Sustainable Community Development27-29 January 2011
education by emphasizing the importance of public relations of
living in sustainable future and worldwide examples of those who
were successful in living adequately.
The comparison of lifestyle behaviors based on the
philosophy of sufficiency economy divided by province showed
that the students in Suphanburi had the highest score lifestyle
behavior in almost all aspects. This was concurrent with Niwat’s
study on sufficiency economy of people in Samchuk, Suphanburi.
It was found that people lead their lives according to this
philosophy at high level [4]. The idea might be the guidelines
of lifestyle behaviors to students in Suphanburi. The education
policy should be used as a way to guide students and show
them how to apply appropriately the philosophy of sufficiency
economy to students in other areas.
6. References[1] Committee Office of Economy and Social Development,
2006, The Ten National Economy and Social Development
Plan (2006-2011), Office of Prime minister. Bangkok.
[2] Office of National Economic and Social Development Board,
in cooperation with the Sufficiency Economy Sub-
Commission, 2007.
[3] Chanchalor.Sumalee, et al, 2007, “An Understanding on
the Philosophy of Sufficiency Economy of Bangkok’s
Population”, Bangkok
[4] Solsilchai.Niwatl, 2008, “Community Attitudes towards
the Philosophy of Sufficiency Economy in Samchuk District,
Suphanburi Province”, Bangkok