A Thai Junior High School Students’ 21st Century Information Literacy, Media Literacy, and ICT Literacy Skills Factor Analysis

Authors

  • Sangutai Moto Faculty of Industrial Education and Technology at the King Mongkut's Institute of Technology Ladkrabang (KMITL), Bangkok, 10520 Thailand.
  • Thanin Ratanaolarn Faculty of Industrial Education and Technology at the King Mongkut's Institute of Technology Ladkrabang (KMITL), Bangkok, 10520 Thailand.
  • Somkiat Tuntiwongwanich Faculty of Industrial Education and Technology at the King Mongkut's Institute of Technology Ladkrabang (KMITL), Bangkok, 10520 Thailand.
  • Paitoon Pimdee Faculty of Industrial Education and Technology at the King Mongkut's Institute of Technology Ladkrabang (KMITL), Bangkok, 10520 Thailand.

DOI:

https://doi.org/10.3991/ijet.v13i09.8355

Keywords:

Information, media and technology skills (IMTS), second order CFA, Thailand

Abstract


As Thailand moves through the 21st Century, the education system and resultant labour force must be prepared for the rapid changes in Thailand’s society, culture, politics, economy, and technologies. Previously, the 21st century framework has identified crucial elements to their future success as information literacy, media literacy, and information and communication technology (ICT) literacy skills. Given this priority, by use of multistage clustering sampling, 600 Thai junior high school students were selected, from which a five-level, 73-item Likert type agreement scale questionnaire was used to collect data from October 2017 to December 2017. The analysis of the student’s skills in information literacy, media literacy, and ICT literacy was conducted with the use of SPSS Version 24 and mean (¯(x )), standard deviation (S.D.), the Kaiser-Meyer-Olkin (KMO) test, and Bartlett's test of sphericity for analysis. Furthermore, a second-order confirmatory factor analysis was undertaken in which AMOS Version 24 software was used. Based on the second order CFA, it was found that the Information, Media and Technology Skills (IMTS) model was composed of three components that corresponded to the empirical data, with the most important element being ICT literacy, followed by media literacy, and finally, information literacy.

Author Biographies

Sangutai Moto, Faculty of Industrial Education and Technology at the King Mongkut's Institute of Technology Ladkrabang (KMITL), Bangkok, 10520 Thailand.

Sangutai Moto is a doctoral student in the Department of Industrial Education and Technology at the King Mongkut's Institute of Technology Ladkrabang (KMITL), Bangkok, Thailand.

Thanin Ratanaolarn, Faculty of Industrial Education and Technology at the King Mongkut's Institute of Technology Ladkrabang (KMITL), Bangkok, 10520 Thailand.

Thanin Ratanaolarn is an Assistant Professor in the Department of Industrial Education and Technology at the King Mongkut's Institute of Technology Ladkrabang (KMITL), Bangkok, Thailand.

Somkiat Tuntiwongwanich, Faculty of Industrial Education and Technology at the King Mongkut's Institute of Technology Ladkrabang (KMITL), Bangkok, 10520 Thailand.

Somkiat Tuntiwongwanich is an Assistant Professor in the Department of Industrial Education and Technology at the King Mongkut's Institute of Technology Ladkrabang (KMITL), Bangkok, Thailand.

Paitoon Pimdee, Faculty of Industrial Education and Technology at the King Mongkut's Institute of Technology Ladkrabang (KMITL), Bangkok, 10520 Thailand.

Paitoon Pimdee is an Associate Professor with the Faculty of Industrial Education and Technology at the King Mongkut's Institute of Technology Ladkrabang (KMITL), Bangkok, Thailand. He also serves as the faculty head of the PhD program, and the head of the Department of Industrial Education. He graduated with a Bachelor of Arts in Economics and a Master of Science (M.Sc.) degree in science education. He also holds a Ph.D. in environmental education and behavioural sciences and specializes in environmental issues, energy conservation, and ecotourism.

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Published

2018-09-29

How to Cite

Moto, S., Ratanaolarn, T., Tuntiwongwanich, S., & Pimdee, P. (2018). A Thai Junior High School Students’ 21st Century Information Literacy, Media Literacy, and ICT Literacy Skills Factor Analysis. International Journal of Emerging Technologies in Learning (iJET), 13(09), pp. 87–106. https://doi.org/10.3991/ijet.v13i09.8355

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Papers