Academia.eduAcademia.edu

Figure 4 – uploaded by New Trends and Issues Proceedings on Humanities and Social Sciences (PROSOC)

See full PDFdownloadDownload figure
Figure 4. Why off-campus ILS are used, grouped by undergraduate levels Vanichvatana, S. (2019). Off-campus informal learning spaces selection: A Bangkok private university case study. New Trends and Iss Proceedings on Humanities and Social Sciences. [Online]. 6(4), pp 017-027. Available from: www.prosoc.eu

Figure 4 Why off-campus ILS are used, grouped by undergraduate levels Vanichvatana, S. (2019). Off-campus informal learning spaces selection: A Bangkok private university case study. New Trends and Iss Proceedings on Humanities and Social Sciences. [Online]. 6(4), pp 017-027. Available from: www.prosoc.eu

Related Figures (6)

Vanichvatana, S. (2019). Off-campus informal learning spaces selection: A Bangkok private university case study. New Trends and Issu Proceedings on Humanities and Social Sciences. [Online]. 6(4), pp 017-027. Available from: www.prosoc.eu 4.2. Reasons why off-campus ILS are used
Vanichvatana, S. (2019). Off-campus informal learning spaces selection: A Bangkok private university case study. New Trends and Issu Proceedings on Humanities and Social Sciences. [Online]. 6(4), pp 017-027. Available from: www.prosoc.eu 4.2. Reasons why off-campus ILS are used
There were several reasons why students study outside the university campus. The top three reasons were ‘Can Eat/Drink’ (19.10%), ‘Feel Relax/Refresh’ (15.32%) and ‘Can Talk/Discuss’ (12.79%), as seen in Figure 2. The other three reasons, with lower chosen percentages, were grouped as Opening Time of ILS, including ‘Open 24/7’, ‘Open Late Hours’ and ‘Open Sat/Sun,’ with 10.27%, 9.01% and 6.76%, respectively. The total percentages of these three reasons relating to Opening Time was 26.04%. The two reasons, ‘Can Talk/Discuss’ and ‘Social Interaction,’ were grouped and named as reasons relating to Social Activities, with the total of 18.29%. The rest of the reasons were about (a) Distances from the Campus (‘Close to Home/Dorm’ and ‘Close to Main Campus’), with the total percentages of 8.83%; (b) Atmospheres of Learning Spaces (‘Quiet’ and ‘Productive’), with the total of 8.65% and (c) Supporting Facility (‘Enough Plug Socket’), with 3.24%.
There were several reasons why students study outside the university campus. The top three reasons were ‘Can Eat/Drink’ (19.10%), ‘Feel Relax/Refresh’ (15.32%) and ‘Can Talk/Discuss’ (12.79%), as seen in Figure 2. The other three reasons, with lower chosen percentages, were grouped as Opening Time of ILS, including ‘Open 24/7’, ‘Open Late Hours’ and ‘Open Sat/Sun,’ with 10.27%, 9.01% and 6.76%, respectively. The total percentages of these three reasons relating to Opening Time was 26.04%. The two reasons, ‘Can Talk/Discuss’ and ‘Social Interaction,’ were grouped and named as reasons relating to Social Activities, with the total of 18.29%. The rest of the reasons were about (a) Distances from the Campus (‘Close to Home/Dorm’ and ‘Close to Main Campus’), with the total percentages of 8.83%; (b) Atmospheres of Learning Spaces (‘Quiet’ and ‘Productive’), with the total of 8.65% and (c) Supporting Facility (‘Enough Plug Socket’), with 3.24%.
The data from the answer ‘Why Off-Campus ILS Are Used’ were grouped according to GPA in five levels: students with GPA below 2.00 (<2.00), GPA between 2.00 and 2.50, GPA between 2.51 ani 3.00, GPA between 3.01 and 3.50 and GPA more than 3.50. Then the data in each group were analysex by the descriptive analysis. The results of the analysis were plotted in five line graphs, as shown i Figure 3. The rankings of the reasons ‘Why Off-Campus Are Used’ were still similar to those in Figure 2 Line graphs in Figure 3 show that students with any levels of GPA had similar proportion of reason ‘Why Off-Campus ILS Are Used.’ 4.2.2. Analysis between why off-campus ILS are used and undergraduate levels Pehnofae FUIULYSIS DCUWCEH WY OFF -CUMNIPUS ILO UFO Woe UTI UTUCTGruUGuale fe Vela The data from the answer ‘Why Off-Campus ILS Are Used” were grouped according tc undergraduate levels in five groups: freshmen, sophomores, juniors, seniors and over-senior years The next step, the data in each level were descriptively analysed. The analysis results were plotted ir five line graphs, as shown in Figure 4. The rankings of the reasons ‘Why Off-Campus ILS Are Used?’ in al five line graphs were still similar to those in Figures 2 and 3. In Figure 4, the results show that student: with any undergraduate levels also had a similar proportion of reasons ‘Why Off-Campus ILS Are Used.’
The data from the answer ‘Why Off-Campus ILS Are Used’ were grouped according to GPA in five levels: students with GPA below 2.00 (<2.00), GPA between 2.00 and 2.50, GPA between 2.51 ani 3.00, GPA between 3.01 and 3.50 and GPA more than 3.50. Then the data in each group were analysex by the descriptive analysis. The results of the analysis were plotted in five line graphs, as shown i Figure 3. The rankings of the reasons ‘Why Off-Campus Are Used’ were still similar to those in Figure 2 Line graphs in Figure 3 show that students with any levels of GPA had similar proportion of reason ‘Why Off-Campus ILS Are Used.’ 4.2.2. Analysis between why off-campus ILS are used and undergraduate levels Pehnofae FUIULYSIS DCUWCEH WY OFF -CUMNIPUS ILO UFO Woe UTI UTUCTGruUGuale fe Vela The data from the answer ‘Why Off-Campus ILS Are Used” were grouped according tc undergraduate levels in five groups: freshmen, sophomores, juniors, seniors and over-senior years The next step, the data in each level were descriptively analysed. The analysis results were plotted ir five line graphs, as shown in Figure 4. The rankings of the reasons ‘Why Off-Campus ILS Are Used?’ in al five line graphs were still similar to those in Figures 2 and 3. In Figure 4, the results show that student: with any undergraduate levels also had a similar proportion of reasons ‘Why Off-Campus ILS Are Used.’
Figure 5. Why off-campus ILS are not used There were several reasons why each of the respondents did not study outside of the university campus, as shown in Figure 5. The top most frequency reason was ‘Cost Money’ (23.79%). However, there were four factors relating to Environment/Atmosphere with the total of 40.47%, including ‘Noisy/distraction’ (20.09%), ‘Impractical for studying’ (8.15%), ‘No Inspiration’ (7.68%) and ‘Uninspiring Design’ (4.55%). The other reasons why students did NOT want to use off-campus ILS were about location and study resources: ‘Inconvenient Location’ (19.5%) and ‘Study Resources not Available’ (15.6%).
Figure 5. Why off-campus ILS are not used There were several reasons why each of the respondents did not study outside of the university campus, as shown in Figure 5. The top most frequency reason was ‘Cost Money’ (23.79%). However, there were four factors relating to Environment/Atmosphere with the total of 40.47%, including ‘Noisy/distraction’ (20.09%), ‘Impractical for studying’ (8.15%), ‘No Inspiration’ (7.68%) and ‘Uninspiring Design’ (4.55%). The other reasons why students did NOT want to use off-campus ILS were about location and study resources: ‘Inconvenient Location’ (19.5%) and ‘Study Resources not Available’ (15.6%).
Figure 6. Why off-campus ILS are not used, grouped by GPA Vanichvatana, S. (2019). Off-campus informal learning spaces selection: A Bangkok private university case study. New Trends and Iss Proceedings on Humanities and Social Sciences. [Online]. 6(4), pp 017-027. Available from: www.prosoc.eu
Figure 6. Why off-campus ILS are not used, grouped by GPA Vanichvatana, S. (2019). Off-campus informal learning spaces selection: A Bangkok private university case study. New Trends and Iss Proceedings on Humanities and Social Sciences. [Online]. 6(4), pp 017-027. Available from: www.prosoc.eu
Figure 7. Why off-campus ILS are not used, grouped by undergraduate levels “Serre Sse ee ee eee ew ee eee Vs Mee The data from the answer ‘Why O Char COE he FS Mee eee ee ff-Campus ILS Are Not Used’ were grouped according to GPA in five levels, similar to those in Figure 3: students with GPA below 2.00 (<2.00), GPA between 2.00 and 2.50, GPA between 2.51 and 3.00, GPA between 3.01 and 3.50 and GPA more than 3.50. Then the data in each group were analysed by the descriptive analysis. The analysis results were plotted in five line graphs, as shown in Figure 6. The rankings of the reasons ‘Why Off-Campus ILS Are Not Used’ were also still similar to those in Figure 5. Line graphs in Figure 6 show that students with any levels of GPA had similar proportions of reasons ‘Why Off-Campus ILS Are Not Used.’
Figure 7. Why off-campus ILS are not used, grouped by undergraduate levels “Serre Sse ee ee eee ew ee eee Vs Mee The data from the answer ‘Why O Char COE he FS Mee eee ee ff-Campus ILS Are Not Used’ were grouped according to GPA in five levels, similar to those in Figure 3: students with GPA below 2.00 (<2.00), GPA between 2.00 and 2.50, GPA between 2.51 and 3.00, GPA between 3.01 and 3.50 and GPA more than 3.50. Then the data in each group were analysed by the descriptive analysis. The analysis results were plotted in five line graphs, as shown in Figure 6. The rankings of the reasons ‘Why Off-Campus ILS Are Not Used’ were also still similar to those in Figure 5. Line graphs in Figure 6 show that students with any levels of GPA had similar proportions of reasons ‘Why Off-Campus ILS Are Not Used.’
Related topics:
Informal Learning
580 California St., Suite 400
San Francisco, CA, 94104
© 2025 Academia. All rights reserved