Proceedings of the 8th International Conference on Intellectual ...

Table 2: Result <strong>of</strong> this research in percentage
Thira<strong>the</strong>p Chonmaitree
Percentage 1 2 3 4 5 6 7 8
Most 5 6.90% 10.34% 5.17% 5.17% 6.90% 10.34% 32.76% 18.97%
More 4 50.00% 27.59% 17.24% 32.76% 48.28% 31.03% 39.66% 50.00%
Moderate 3 39.66% 36.21% 48.28% 50.00% 36.21% 53.45% 24.14% 29.31%
Less 2 3.45% 24.14% 25.86% 8.62% 6.90% 5.17% 3.45% 1.72%
Least 1 0.00% 1.72% 3.45% 3.45% 1.72% 0.00% 0.00% 0.00%
Percentage 9 10 11 12 13 14 15 16
Most 5 13.79% 20.69% 5.17% 10.34% 29.82% 10.34% 15.52% 15.52%
More 4 44.83% 15.52% 36.21% 41.38% 43.86% 31.03% 34.48% 39.66%
Moderate 3 37.93% 32.76% 44.83% 43.10% 21.05% 51.72% 39.66% 34.48%
Less 2 3.45% 25.86% 13.79% 5.17% 5.26% 6.90% 10.34% 8.62%
Least 1 0.00% 5.17% 0.00% 0.00% 0.00% 0.00% 0.00% 1.72%
6. Discussion
Of all <strong>the</strong> students who studied Computer Organization subject 10 percent preferred to learn this
subject in problem-based learning. Students who did not prefer problem-based learning was less than
2 percent, which is quite successful. The Educational Reform <strong>of</strong> Thailand 2542 emphasized selflearning,
problem-based, and project-based learning. Students need to research <strong>the</strong> information on
<strong>the</strong>ir own and find <strong>the</strong> solution <strong>of</strong> <strong>the</strong> problem based on <strong>the</strong>ir thoughts and ideas with supporting
information from <strong>the</strong>ir own research. Some educators disagree about comparing both teaching
methodologies toge<strong>the</strong>r; because each learning methodology focuses and affects students differently.
Researchers would like to focus on how students can develop <strong>the</strong>ir own personal knowledge
management strategies through problem-based learning in order to achieve <strong>the</strong> goal <strong>of</strong> Life Long
Learning. It might be good to think about how to help our new generation to learn and collect
knowledge <strong>the</strong> right way. The goal is to push <strong>the</strong> students to get accustomed to <strong>the</strong> new idea <strong>of</strong>
learning. At <strong>the</strong> same time, teachers or lecturers should also change <strong>the</strong>ir way <strong>of</strong> thinking and
teaching students. They need to learn how to deal with different thoughts and ideas from students.
Open-mindedness is <strong>the</strong> most important quality <strong>of</strong> this learning methodology. This might take some
time and training for Thai teachers and lecturers to adjust. Researchers believe that it would not be
difficult to adjust if <strong>the</strong>y focus all <strong>the</strong>ir thoughts and ideas to <strong>the</strong>ir students’ benefit. One o<strong>the</strong>r
important thing in problem-based learning is to know enough to discuss <strong>the</strong> problem. Gaining
knowledge is one thing. Interpreting and turning <strong>the</strong> knowledge into information is ano<strong>the</strong>r. It requires
many factors to deliver good quality interpretation and comprehension <strong>of</strong> knowledge and increase <strong>the</strong>
potential and efficiency <strong>of</strong> analyzing its solution. Two significant problems that researcher found in this
research are reading comprehension and English as a second language skill. Both <strong>of</strong> <strong>the</strong>se problems
are inseparable. In order for students to gain knowledge and develop <strong>the</strong>ir own personal knowledge
management, <strong>the</strong>y need to interpret <strong>the</strong> problem in English correctly and to comprehend English as
well as <strong>the</strong>ir own mo<strong>the</strong>r tongue.
7. Conclusion
This research deals with multi-ability levels <strong>of</strong> English students in <strong>the</strong> same subject area. Students’
responsibilities in learning and studying are <strong>the</strong> most influential factors in developing personal
knowledge management strategies for each student. “Learning ability is not <strong>the</strong> only variable by which
a class can be multilevel.” (TEA 2008) Their previous education can also indicate a problem in multiability
English level. This Multi-ability <strong>of</strong> English level can cause a significant problem <strong>of</strong>
understanding <strong>the</strong> problem and finding <strong>the</strong> right solution to <strong>the</strong> problem, let alone ga<strong>the</strong>ring <strong>the</strong>
knowledge. The ambition in learning is perceived to be successfully improved <strong>the</strong> quality <strong>of</strong> study and
understanding in <strong>the</strong> academic subject. Most <strong>of</strong> <strong>the</strong> students do not understand English very well. At
<strong>the</strong> same time, throughout this subject, students seemed to develop <strong>the</strong>ir own individual
understanding <strong>of</strong> <strong>the</strong> relationship between understanding <strong>the</strong> subject and knowing <strong>the</strong> English as a
second language clearly. One should lend each o<strong>the</strong>r a hand in cognitive learning <strong>of</strong> <strong>the</strong> academic
126