Approaches for Learning Happiness Development among Graduate Students in the Faculty of Education, Ramkhamhaeng University
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Abstract
The mixed methods research was applied and divided into two phases. Phase one involved quantitative research aimed at studying the degree of success, the importance of stage, and the modified Priority Needs Index (PNImodified) of learning happiness among graduate students in the Faculty of Education, Ramkhamhaeng University (EDU-RU). The sample size of 217 graduate students in the EDU-RU. Then, multi-stage random sampling was used to select graduate students from the EDU-RU in this research. The instrument is a five-level Likert scale. In phase two, qualitative research was conducted to develop learning happiness development approaches among graduate students in the EDU-RU. Using purposive sampling, there was a total of nine participants, including five faculty members and four graduate students, EDU-RU. The instrument used was the structured interview. The research findings indicated: 1) The degree of success, the importance of stage, and the modified Priority Needs Index (PNImodified) requirements for learning happiness among graduate students in the EDU-RU were at high levels respectively. The most crucial priority needs were satisfaction with a learning environment, followed by enthusiasm to learn, self-satisfaction, readiness to learn, and learning satisfaction, in that order: and 2) Approaches for learning happiness development among graduate students in the EDU-RU include happiness in classroom, cooperative among students, the use of technology, teaching pedagogies, and spirituality.
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