Motivation for Pursuing Graduate Studies in Digital Technology and Learning Innovation at the Faculty of Education, Ramkhamhaeng University

Abstract

This study aimed to: (1) investigate the motivation for pursuing graduate studies in the Digital Technology and Learning Innovation program, Faculty of Education, Ramkhamhaeng University; and (2) compare the factors influencing motivation to enroll in the program.

The population consisted of 35 graduate students in the Digital Technology and Learning Innovation program, Faculty of Education, Ramkhamhaeng University. The sample included 32 graduate students, determined using Krejcie and Morgan’s sample size table and selected through purposive sampling. The research instrument was a five-point Likert scale questionnaire. Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation.

The findings revealed that the most influential motivational factor was faculty members (𝑥̅ = 4.55, S.D. = 0.71). The highest-rated item under this factor was that faculty members possess knowledge, competence, and expertise in their respective fields (𝑥̅ = 4.69, S.D. = 0.53). The second most influential factor was personal reasons (𝑥̅ = 4.43, S.D. = 0.82), with the highest-rated item being the desire to enhance one’s knowledge, skills, and abilities (𝑥̅ = 4.63, S.D. = 0.65). The third factor was curriculum-related factors (𝑥̅ = 4.39, S.D. = 0.80), particularly the continuous development and improvement of the curriculum and the appropriateness of the program duration (𝑥̅ = 4.44, S.D. = 0.83). The fourth factor was institutional image (𝑥̅ = 4.34, S.D. = 0.84), especially the university’s educational standards and students’ satisfaction with continuing their studies at Ramkhamhaeng University (𝑥̅ = 4.47, S.D. = 0.83). Finally, the fifth factor was educational expenses (𝑥̅ = 4.33, S.D. = 0.91), with the highest-rated item indicating that the cost of education is lower compared to other institutions (𝑥̅ = 4.63, S.D. = 0.82).