The Understanding of Sufficiency Economy Philosophy among ... · sufficiency economy is quite good...

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The International Conference on Sustainable Community Development27-29 January 2011

The Understanding of Sufficiency Economy Philosophy among

Students of the Office of the Basic Education Commission in Inspection Region 4

Sudarat Intarat1 Sumalee Chanchalor2

1,2Learning Innovation in Technology Program, Faculty of Industrial Education and Technology

King Mongkut’s University of Technology Thonburi,

126 Bangmod, Thungkru, Bangkok 10140

Telephone: 0-84098-3025

E-mail: [email protected]

Abstract This study aimed to examine the understanding of the

philosophy of sufficiency economy and their lifestyle behaviors

led by this philosophy among students of the Office of the Basic

Education Commission in Inspection Region 4: Ratchaburi,

Nakhonpathom, Suphanburi and Kanchanaburi. 417 high school

students who were randomly selected participated in this study.

Data were collected through a test of the philosophy of sufficiency

economy knowledge and a 4-likert scale questionnaire with 7

lifestyle behaviors aspects: moderate spending, circumspection,

rationality, domestic help, social help, environment care and

career development. The results showed that students’ un-

derstanding on the philosophy of sufficiency economy is quite

good (

The Understanding of Sufficiency Economy Philosophy among Students of the Office of the Basic Education Commission in Inspection Region 4

Sudarat Intarat 1 Sumalee Chanchalor 21,2Learning Innovation in Technology Program, Faculty of Industrial Education and Technology

King Mongkut’s University of Technology Thonburi, 126 Bangmod, Thungkru, Bangkok 10140

Telephone: 0-84098-3025 E-mail: [email protected]

Abstract This study aimed to examine the

understanding of the philosophy of sufficiency economy and their lifestyle behaviors led by this philosophy among students of the Office of the Basic Education Commission in Inspection Region 4: Ratchaburi, Nakhonpathom, Suphanburi and Kanchanaburi. 417 high school students who were randomly selected participated in this study. Data were collected through a test of the philosophy of sufficiency economy knowledge and a 4-likert scale questionnaire with 7 lifestyle behaviors aspects: moderate spending, circumspection, rationality, domestic help, social help, environment care and career development. The results showed that students’ understanding on the philosophy of sufficiency economy is quite good ( X =21) and scores of students' lifestyle behaviors in 7 aspects indicated that domestic help, circumspection, rationality and social help were at frequent level ( X =2.96, 2.93, 2.84and 2.80, respectively) while career development, environment care and moderate spending are at seldom level ( X = 2.48, 2.40 and 1.90, respectively).

Keywords: Sufficiency Economy, Lifestyle behaviours, The Office of the Basic Education Commission in Inspection Region 4.

1. Introduction

The philosophy of sufficiency economy is a way of life which initiated by His Majesty King Bhumibol Adulyadej for his people for over 30 years. He emphasizes on the development of the concept of self-sufficiency by using principles of moderation, rationality, and good immunity and he also reminds Thai people not to lead life carelessly but they should be aware of step by step development according to theoretical ideal. They should lead and practice their life in the moral framework.

Thai government realizes how important this philosophy is for a sustainable development in

Thai society. Thus, it is underlined into education policy in order to improve the quality and standard of the students at all levels of education.

The National Economic and Social Development Plan No. 10 and 11, which focus on the philosophy of sufficiency economy to develop the country have been operating in a variety of projects [1]. In the field of education, this philosophy is put in curriculum for students to learn and to practice but monitoring has not shown a clear result, particularly in the Inspection Region 4. This study aimed to examine how students in the Inspection Region 4 understand the philosophy of sufficiency economy and how they behave according to this philosophy. The data obtained can be used for policy makers to drive the philosophy of sufficiency economy in schools in order to develop appropriate strategies in education management.

2. Objectives

This study aims to examine the understanding of the philosophy of sufficiency economy and their lifestyle behaviors led by this philosophy among students of the Office of the Basic Education Commission in Inspection Region 4.

Hypotheses: the understanding of sufficiency economy philosophy and lifestyle behaviors led by this philosophy of students varies according to gender, grade level, and province.

3. Procedure

The population in this study was high school students in the first semester of academic year 2010 of the Office of the Basic Education Commission in Inspection Region 4. 417 high school students from 4 provinces: 120 from Ratchaburi, 123 from Nakhonpathom, 119 from Suphanburi and 55 from Kanchanaburi participated in this study. They were selected using stratified random sampling technique.

=21) and scores of students’ lifestyle behaviors in 7

aspects indicated that domestic help, circumspection, rationality

and social help were at frequent level (








1. Introduction





2. Objectives



3. Procedure


=2.96, 2.93, 2.84 and

2.80, respectively) while career development, environment care

and moderate spending are at seldom level (








1. Introduction





2. Objectives



3. Procedure


= 2.48, 2.40 and

1.90, respectively).

Keywords: Sufficiency Economy, Lifestyle behaviours, The

Office of the Basic Education Commission in Inspection Region 4.

1. Introduction The philosophy of sufficiency economy is a way of life

which initiated by His Majesty King Bhumibol Adulyadej for his

people for over 30 years. He emphasizes on the development of

the concept of self-sufficiency by using principles of moderation,

rationality, and good immunity and he also reminds Thai people

not to lead life carelessly but they should be aware of step by

step development according to theoretical ideal. They should

lead and practice their life in the moral framework.

Thai government realizes how important this philoso-

phy is for a sustainable development in Thai society. Thus, it is

underlined into education policy in order to improve the quality

and standard of the students at all levels of education.

The National Economic and Social Development Plan

No. 10 and 11, which focus on the philosophy of sufficiency

economy to develop the country have been operating in a variety

of projects [1]. In the field of education, this philosophy is put in

curriculum for students to learn and to practice but monitoring

has not shown a clear result, particularly in the Inspection Region

4. This study aimed to examine how students in the Inspection

Region 4 understand the philosophy of sufficiency economy

and how they behave according to this philosophy. The data

obtained can be used for policy makers to drive the philosophy

of sufficiency economy in schools in order to develop appropriate

strategies in education management.

2. Objectives This study aims to examine the understanding of the

philosophy of sufficiency economy and their lifestyle behaviors

led by this philosophy among students of the Office of the Basic

Education Commission in Inspection Region 4.

Hypotheses: the understanding of sufficiency economy

philosophy and lifestyle behaviors led by this philosophy of

students varies according to gender, grade level, and province.

3. Procedure The population in this study was high school students

in the first semester of academic year 2010 of the Office of the

Basic Education Commission in Inspection Region 4. 417 high

school students from 4 provinces: 120 from Ratchaburi, 123 from

Nakhonpathom, 119 from Suphanburi and 55 from Kanchanaburi

participated in this study. They were selected using stratified

random sampling technique.

The principles of the sufficiency economy were

reviewed in order to set a conceptual framework to study

student’s knowledge and lifestyle behaviors. The following are

the definitions of terms included in this study.

1. The philosophy of sufficiency economy refers to the

concepts of how one leads a life at all levels at domestic level,

96


community level and state level, in a middle way, sufficiently.

Their conditions are omniscience, circumspection, carefulness

and virtue.

2. To study the understanding on the philosophy of

sufficiency economy refers to study student’s knowledge and

behavior towards sufficiency economy-based living at individual

and community levels in particular.

3. Knowledge refers to the understanding of the

principles of sufficiency economy philosophy at individual and

social levels in the community, as well as the understanding of

the sufficiency principles that can be applied to lead a life at

individual and social levels in the community.

4. Lifestyle behavior refers to student’s lifestyle be-

haviors that are led by sufficiency economy philosophy, namely

moderate spending, rationality, circumspection, helping their

families, social participation, environment care and job/career

advancement.

Research instruments

1. A knowledge test which is used to assess students’

understanding of the philosophy of sufficiency economy. There

are 25 questions in the test which includes: meaning of sufficiency

economy, the understanding of means to apply these principles

to each individual’s life, individual ways of living, living with other

people in the society, helpfulness, planning, and sufficiency and

being immunity.

2. A 4-likert scale questionnaire of 7 aspects of lifestyle

behavior ranging from 1 = seldom to 4= frequent. There are 25

questions in the questionnaire and are divided as follows: 7

questions on moderate spending, 3 questions on rationality, 2

questions on circumspection, 4 questions on helping their families,

5 questions on helping the society, 3 questions on environment

care and 1 question on job/career advancement.

The researcher adapted the questionnaire of Sumalee

(2007). Then the questionnaire was validated by five experts

in the field and piloted to find the reliability level. The result was

.77 which is in a recommended reliability level.

4. The result of research 4.1 The comparison of the understanding the phi-

losophy of sufficiency economy.

The comparison of the understanding of the philoso-

phy of sufficiency economy between males and female, using

t-test analysis, the result indicated that understanding on the

philosophy of sufficiency economy between male and female

students were not significant differently (p<= .05) as shown in

Table 1.

Table 1: Mean score and Standard Deviation of the students’

understanding of the philosophy of sufficiency economy between

female and male students

However, if we look at different grade levels: grade

10, 11, and 12, the F-test analysis showed that students’ un-

derstanding of sufficiency economy philosophy are statistically

significant as shown in Table 2. This meant that at least one

grade level is different from other grade levels. Then, the post

hoc test was computed.

Table 2: Analysis of Variance of the understanding of the phi-

losophy of sufficiency economy by grade levels

Table 3: Comparison of Students’ understanding of the philoso-

phy of sufficiency economy of all grade levels

Table 3 shows that the average score of students’

understanding in grade 12 was different from the understanding

of students from grade 10 and 11 students (p< = 0.05). The other

pairs were not statistically significant. The highest average score

of students’ understanding score was grade 12 with 21.7 which

was higher than other groups of students.

Moreover, the data then was analyzed using one-way

The principles of the sufficiency economy were reviewed in order to set a conceptual framework to study student’s knowledge and lifestyle behaviors. The following are the definitions of terms included in this study.

1. The philosophy of sufficiency economyrefers to the concepts of how one leads a life at all levels at domestic level, community level and state level, in a middle way, sufficiently. Their conditions are omniscience, circumspection, carefulness and virtue.

2. To study the understanding on the philosophy of sufficiency economy refers to study student’s knowledge and behavior towards sufficiency economy-based living at individual and community levels in particular.

3. Knowledge refers to the understanding of the principles of sufficiency economy philosophy at individual and social levels in the community, as well as the understanding of the sufficiency principles that can be applied to lead a life at individual and social levels in the community.

4. Lifestyle behavior refers to student’s lifestyle behaviors that are led by sufficiency economy philosophy, namely moderate spending, rationality, circumspection, helping their families, social participation, environment care and job/career advancement.


1. A knowledge test which is used to assess students’ understanding of the philosophy of sufficiency economy. There are 25 questions in the test which includes: meaning of sufficiency economy, the understanding of means to apply these principles to each individual's life, individual ways of living, living with other people in the society, helpfulness, planning, and sufficiency and being immunity.

2. A 4-likert scale questionnaire of 7 aspects of lifestyle behavior ranging from 1 = seldom to 4= frequent. There are 25 questions in the questionnaire and are divided as follows: 7 questions on moderate spending, 3 questions on rationality, 2 questions on circumspection, 4 questions on helping their families, 5 questions on helping the society, 3 questions on environment care and 1 question on job/career advancement.

The researcher adapted the questionnaire of Sumalee (2007). Then the questionnaire was validated by five experts in the field and piloted to find the reliability level. The result was .77 which is in a recommended reliability level.

4. The result of research

4.1 The comparison of the understanding the philosophy of sufficiency economy.

The comparison of the understanding of the philosophy of sufficiency economy between males and female, using t-test analysis, the result indicated that understanding on the philosophy of sufficiency economy between male and female students were not significant differently (p<= .05) as shown in Table 1.

Table 1: Mean score and Standard Deviation of the students’ understanding of the philosophy of sufficiency economy between female and male students

Sex N SD t-test male 154 20.88 2.60 1.54 female 263 21.26 2.35 total 417 21.12 2.45

P >.05

However, if we look at different grade levels: grade 10, 11, and 12, the F-test analysis showed that students’ understanding of sufficiency economy philosophy are statistically significant as shown in Table 2. This meant that at least one grade level is different from other grade levels. Then, the post hoc test was computed.

Table 2: Analysis of Variance of the understanding of the philosophy of sufficiency economy by grade levels

*P < .05

Sum of Squares df

MeanSquare F Sig.

BetweenGroups

182.979 2 91.490 16.423 .000

WithinGroups

2306.263 414 5.571

Total 2489.242 416

X

The principles of the sufficiency economy were reviewed in order to set a conceptual framework to study student’s knowledge and lifestyle behaviors. The following are the definitions of terms included in this study.

1. The philosophy of sufficiency economyrefers to the concepts of how one leads a life at all levels at domestic level, community level and state level, in a middle way, sufficiently. Their conditions are omniscience, circumspection, carefulness and virtue.

2. To study the understanding on the philosophy of sufficiency economy refers to study student’s knowledge and behavior towards sufficiency economy-based living at individual and community levels in particular.

3. Knowledge refers to the understanding of the principles of sufficiency economy philosophy at individual and social levels in the community, as well as the understanding of the sufficiency principles that can be applied to lead a life at individual and social levels in the community.

4. Lifestyle behavior refers to student’s lifestyle behaviors that are led by sufficiency economy philosophy, namely moderate spending, rationality, circumspection, helping their families, social participation, environment care and job/career advancement.


1. A knowledge test which is used to assess students’ understanding of the philosophy of sufficiency economy. There are 25 questions in the test which includes: meaning of sufficiency economy, the understanding of means to apply these principles to each individual's life, individual ways of living, living with other people in the society, helpfulness, planning, and sufficiency and being immunity.

2. A 4-likert scale questionnaire of 7 aspects of lifestyle behavior ranging from 1 = seldom to 4= frequent. There are 25 questions in the questionnaire and are divided as follows: 7 questions on moderate spending, 3 questions on rationality, 2 questions on circumspection, 4 questions on helping their families, 5 questions on helping the society, 3 questions on environment care and 1 question on job/career advancement.

The researcher adapted the questionnaire of Sumalee (2007). Then the questionnaire was validated by five experts in the field and piloted to find the reliability level. The result was .77 which is in a recommended reliability level.

4. The result of research

4.1 The comparison of the understanding the philosophy of sufficiency economy.

The comparison of the understanding of the philosophy of sufficiency economy between males and female, using t-test analysis, the result indicated that understanding on the philosophy of sufficiency economy between male and female students were not significant differently (p<= .05) as shown in Table 1.

Table 1: Mean score and Standard Deviation of the students’ understanding of the philosophy of sufficiency economy between female and male students

Sex N SD t-test male 154 20.88 2.60 1.54 female 263 21.26 2.35 total 417 21.12 2.45

P >.05

However, if we look at different grade levels: grade 10, 11, and 12, the F-test analysis showed that students’ understanding of sufficiency economy philosophy are statistically significant as shown in Table 2. This meant that at least one grade level is different from other grade levels. Then, the post hoc test was computed.

Table 2: Analysis of Variance of the understanding of the philosophy of sufficiency economy by grade levels

*P < .05

Sum of Squares df

MeanSquare F Sig.

BetweenGroups

182.979 2 91.490 16.423 .000

WithinGroups

2306.263 414 5.571

Total 2489.242 416

X

Table 3: Comparison of Students’ understanding of the philosophy of sufficiency economy of all grade levels

Grade level 10 11 12 10 20.05 -.78 -1.65* 11 20.82 -.88* 12 21.70

*P < .05

Table 3 shows that the average score of students’ understanding in grade 12 was different from the understanding of students from grade 10 and 11 students (p< = 0.05). The other pairs were not statistically significant. The highest average score of students’ understanding score was grade 12 with 21.7 which was higher than other groups of students.

Moreover, the data then was analyzed using one-way analysis of variance to see students’ understanding across different provinces: Ratchaburi, Nakhonpathom, Kanchanaburi and Suphanburi. The result showed that the differences of students were statistically significant (p < = 0.05). This meant that at least one province is different from other provinces. Then, the post hoc test was computed.

Table 4: Analysis of Variance of Students’ understanding of philosophy of sufficiency economy by province

Sum of Squares df

MeanSquare F Sig.

BetweenGroups

357.697 3 119.232 23.102 .000

WithinGroups

2131.545 413 5.161

Total 2489.242 416

*P < .05

Table 5: Comparison of Students’ understanding of the philosophy of sufficiency economy of all provinces

*P < .05

Table 5 shows that the average score of students’ understanding of students in Nakhonpathom was different the understanding of students in Ratchaburi, Suphanburi and Kanchanaburi and average score of students in Suphanburi was different from average score of students in Kanchanaburi (p < = 0.05). The other pair was not statistically significant. The highest average score of students’ understanding of students in Nakhonpathom which was higher than any other mean score of students from other provinces.

4.2 The results of comparison of lifestyle behaviors based on philosophy of sufficiency economy

The result from the questionnaire to examine lifestyle behaviors of students based on the philosophy of sufficiency economy showed that domestic help, circumspection, rationality, and social help were at frequent level. Students' behaviors on career development, environment care and moderate spending were at seldom level as shown in Table 6.

Table 6: Mean score and Standard Deviation of seven aspects of Student’s behavior toward sufficiency economy.

Aspect N SD

1. Moderate Spending 417 1.90 0.33

2. Circumspection 417 2.94 0.58

3. Rationality 417 2.84 0.52

4. Domestic help 417 2.97 0.48

5. Social help 417 2.80 0.48

6. Environment care 417 2.40 0.44

7. Career development 417 2.48 0.78

Then, T-test analysis was computed to see the differences between male and female students in Inspection Region 4, the results indicated that students' behaviors of male and female in Inspection Region 4 on the philosophy of sufficiency economy were significant differently (p< = .05) in moderate spending and domestic help. The average score of male students' behavior in aspects moderate spending was higher than average score of the female students' lifestyle behavior whereas the average scores of female students' behavior on domestic help was higher than average score of male students' behavior as shown on the Table 7.

Province 1 2 3 4

1.Ratchaburi 20.54 -1.77* -.67 1.03

2.Nakhonpathom 22.31

1.10* 2.80*

3.Suphanburi 21.21

1.70*

4.Kanchanaburi 19.51

X

X

97


analysis of variance to see students’ understanding across dif-

ferent provinces: Ratchaburi, Nakhonpathom, Kanchanaburi and

Suphanburi. The result showed that the differences of students

were statistically significant (p < = 0.05). This meant that at least

one province is different from other provinces. Then, the post

hoc test was computed.

Table 4: Analysis of Variance of Students’ understanding of

philosophy of sufficiency economy by province


Grade level 10 11 12 10 20.05 -.78 -1.65* 11 20.82 -.88* 12 21.70

*P < .05




Sum of Squares df

MeanSquare F Sig.

BetweenGroups

357.697 3 119.232 23.102 .000

WithinGroups

2131.545 413 5.161

Total 2489.242 416

*P < .05


*P < .05





Aspect N SD



3. Rationality 417 2.84 0.52


5. Social help 417 2.80 0.48




Province 1 2 3 4

1.Ratchaburi 20.54 -1.77* -.67 1.03


1.10* 2.80*

3.Suphanburi 21.21

1.70*


X

X


Grade level 10 11 12 10 20.05 -.78 -1.65* 11 20.82 -.88* 12 21.70

*P < .05




Sum of Squares df

MeanSquare F Sig.

BetweenGroups

357.697 3 119.232 23.102 .000

WithinGroups

2131.545 413 5.161

Total 2489.242 416

*P < .05


*P < .05





Aspect N SD



3. Rationality 417 2.84 0.52


5. Social help 417 2.80 0.48




Province 1 2 3 4

1.Ratchaburi 20.54 -1.77* -.67 1.03


1.10* 2.80*

3.Suphanburi 21.21

1.70*


X

X


Grade level 10 11 12 10 20.05 -.78 -1.65* 11 20.82 -.88* 12 21.70

*P < .05




Sum of Squares df

MeanSquare F Sig.

BetweenGroups

357.697 3 119.232 23.102 .000

WithinGroups

2131.545 413 5.161

Total 2489.242 416

*P < .05


*P < .05





Aspect N SD



3. Rationality 417 2.84 0.52


5. Social help 417 2.80 0.48




Province 1 2 3 4

1.Ratchaburi 20.54 -1.77* -.67 1.03


1.10* 2.80*

3.Suphanburi 21.21

1.70*


X

X

Table 7: Mean score and Standard Deviation of seven aspects of lifestyle behaviors between female and male students

Next, one way analysis of variance (ANOVA) was computed to see the differences of lifestyle behaviors led by philosophy of sufficiency economy of students in Inspection Region 4 across different grade levels. The result showed that students in different grade level were significant

differently at (p< = .05) in almost all aspects, except moderate spending which is not statistically significant. Then, Post hoc test was computed as shown in Table 9 and the results are:

For Circumspection aspect, it was found that the average score of students in grade 10 is the lowest and is lower than the average score of students in grade 11 and 12. For Rationality aspect, it was found that the average score of students in grade 12 is the highest and is higher than the average score of students in grade 10 and 11. For Domestic Helpaspect, it was found that an average score of students in grade 12 is the highest and is higher than the average score of students in grade 10. For SocialHelp aspect, it was found that the average score of students in grade 12 is the highest and is higher than the average score of students in grade 10 and 11. For Environment Care aspect, it was found that the average score of students in 12 is the highest and is higher than the average score of students in grade 11. For Career Development aspect, it was found that the average score of students in grade 12 is the highest and higher than the average score of student in grade 10. The comparison of other pairs was no statistically significant.

Table 8: Mean score and Standard Deviation of seven aspects divided by grade levels

*P < .05

male female Sex Aspect SD SD

t-test

1. Moderate Spending 1.96 0.34 1.87 0.32 2.47*

2. Circumspection 2.94 0.58 2.93 0.58 0.22

3. Rationality 2.85 0.54 2.84 0.51 0.23

4. Domestic help 2.86 0.51 3.03 0.46 -3.56*

5. Social help 2.79 0.52 2.81 0.46 -0.29 6. Environment care 2.41 0.46 2.39 0.43 0.32 7. Career development 2.56 0.82 2.44 0.76 1.49

Grade 10 Grade 11 Grade 12 Grade level Aspect

X SD. X SD. X SD. F-test

1. Moderate Spending 1.88 0.30 1.96 0.34 1.89 0.34 2.43 2. Circumspection 2.71 0.60 2.96 0.52 3.02 0.58 9.239* 3. Rationality 2.68 0.52 2.78 0.52 2.94 0.50 9.340* 4. Domestic help 2.80 0.54 2.94 0.41 3.06 0.48 9.706* 5. Social help 2.69 0.47 2.65 0.47 2.92 0.47 14.594* 6. Environment care 2.36 0.45 2.27 0.46 2.48 0.41 8.897* 7. Career development 2.23 0.79 2.46 0.76 2.59 0.78 6.839*

X X

*P < .05

Table 5 shows that the average score of students’

understanding of students in Nakhonpathom was different the

understanding of students in Ratchaburi, Suphanburi and Kan-

chanaburi and average score of students in Suphanburi was

different from average score of students in Kanchanaburi (p

< = 0.05). The other pair was not statistically significant. The

highest average score of students’ understanding of students

in Nakhonpathom which was higher than any other mean score

of students from other provinces.

4.2 The results of comparison of lifestyle behaviors

based on philosophy of sufficiency economy

The result from the questionnaire to examine lifestyle

behaviors of students based on the philosophy of sufficiency

economy showed that domestic help, circumspection, rationality,

and social help were at frequent level. Students’ behaviors on

career development, environment care and moderate spending

were at seldom level as shown in Table 6.

Table 5: Comparison of Students’ Understanding of the kphiloso-

phy of sufficiency economy of all provinces

Then, T-test analysis was computed to see the differ-

ences between male and female students in Inspection Region

4, the results indicated that students’ behaviors of male and

female in Inspection Region 4 on the philosophy of sufficiency

economy were significant differently (p< = .05) in moderate

spending and domestic help. The average score of male stu-

dents’ behavior in aspects moderate spending was higher than

average score of the female students’ lifestyle behavior whereas

the average scores of female students’ behavior on domestic

help was higher than average score of male students’ behavior

as shown on the Table 7.

Table 6: Mean score and Standard Deviation of seven aspects

of Student’s behavior toward sufficiency economy.

Table 7: Mean score and Standard Deviation of seven aspects of

seven as of lifestyle behaviors between female and male student

98


Table 7: Mean score and Standard Deviation of seven aspects of lifestyle behaviors between female and male students

Next, one way analysis of variance (ANOVA) was computed to see the differences of lifestyle behaviors led by philosophy of sufficiency economy of students in Inspection Region 4 across different grade levels. The result showed that students in different grade level were significant

differently at (p< = .05) in almost all aspects, except moderate spending which is not statistically significant. Then, Post hoc test was computed as shown in Table 9 and the results are:

For Circumspection aspect, it was found that the average score of students in grade 10 is the lowest and is lower than the average score of students in grade 11 and 12. For Rationality aspect, it was found that the average score of students in grade 12 is the highest and is higher than the average score of students in grade 10 and 11. For Domestic Helpaspect, it was found that an average score of students in grade 12 is the highest and is higher than the average score of students in grade 10. For SocialHelp aspect, it was found that the average score of students in grade 12 is the highest and is higher than the average score of students in grade 10 and 11. For Environment Care aspect, it was found that the average score of students in 12 is the highest and is higher than the average score of students in grade 11. For Career Development aspect, it was found that the average score of students in grade 12 is the highest and higher than the average score of student in grade 10. The comparison of other pairs was no statistically significant.

Table 8: Mean score and Standard Deviation of seven aspects divided by grade levels

*P < .05

male female Sex Aspect SD SD

t-test

1. Moderate Spending 1.96 0.34 1.87 0.32 2.47*

2. Circumspection 2.94 0.58 2.93 0.58 0.22

3. Rationality 2.85 0.54 2.84 0.51 0.23

4. Domestic help 2.86 0.51 3.03 0.46 -3.56*

5. Social help 2.79 0.52 2.81 0.46 -0.29 6. Environment care 2.41 0.46 2.39 0.43 0.32 7. Career development 2.56 0.82 2.44 0.76 1.49

Grade 10 Grade 11 Grade 12 Grade level Aspect

X SD. X SD. X SD. F-test

1. Moderate Spending 1.88 0.30 1.96 0.34 1.89 0.34 2.43 2. Circumspection 2.71 0.60 2.96 0.52 3.02 0.58 9.239* 3. Rationality 2.68 0.52 2.78 0.52 2.94 0.50 9.340* 4. Domestic help 2.80 0.54 2.94 0.41 3.06 0.48 9.706* 5. Social help 2.69 0.47 2.65 0.47 2.92 0.47 14.594* 6. Environment care 2.36 0.45 2.27 0.46 2.48 0.41 8.897* 7. Career development 2.23 0.79 2.46 0.76 2.59 0.78 6.839*

X X

*P < .05

Table 9: Comparison of lifestyle behaviors on the philosophy of sufficiency economy of all grade levels

Aspect Grade level 10 11 12 Circumspection 10 2.71 -.25* -.31* 11 2.96 -.06 12 3.02 Rationality 10 2.68 -.09 -.26* 11 2.78 -.16* 12 2.94 Domestic help 10 2.80 -.14 -.26* 11 2.94 -.12 12 3.06 Social help 10 2.69 -.04 -.22* 11 2.65 -.26* 12 2.92 Environment care 10 2.36 -.09 -.12 11 2.27 -.21* 12 2.48 Career development 10 2.23 -.23 -.36* 11 2.46 -.13 12 2.59

Table 10: Mean score and Standard Deviation of seven aspects divided by province

*P < .05

Table 10 shows that lifestyle behaviors according to the philosophy of sufficiency economy of the students in Inspection Region 4 by province: Ratchaburi, Nakhonpathom, Kanchanaburi and Suphanburi, using one-way analysis of variance, in 7 aspects as in Table 10, the results indicated that:

For Moderate Spending aspect, it was found that the average score of students in Suphanburi is the highest and is higher than the average score of student in Nakhonpathom. ForCircumspection aspect, it was found that the average score of students in Suphanburi is the highest and is higher than the average score of student in Ratchaburi. For Rationality aspect, it was found that the average score of students in Ratchaburi is lower than the average score of students in Nakhonpathom and Suphanburi and the average score of students in Kanchanaburi is the lowest and is lower than the average score of students in Nakhonpathom and Suphanburi. ForDomestic Help aspect, it was found that the

average score of students in Ratchaburi is the lowest and is lower than the average score of student in Nakhonpathom and Suphanburi. ForSocial Help aspect, it was found that the average score of students in Ratchaburi is lower than the average score of students in Nakhonpathom and Suphanburi and the average score of students in Kanchanaburi is the lowest and is lower than the average score of students in Nakhonpathom and Suphanburi. For Environment Care aspect, it was found that the average score of students in Ratchaburi is the lowest and is lower than the average score of student in Nakhonpathom and Suphanburi. For Career Development aspect, it was found that the average score of students in Ratchaburi is the lowest and is lower than the average score of student in Suphanburi. The comparison of other pairs was not statistically significant.

Ratchaburi Nakhonpathom Suphanburi Kanchanaburi ProvinceAspect

X SD. X SD. X SD. X SD. F-test

1. Moderate Spending 1.93 0.33 1.82 0.26 1.97 0.39 1.89 0.35 4.890* 2. Circumspection 2.82 0.59 2.98 0.54 3.06 0.56 2.85 0.66 4.171* 3. Rationality 2.72 0.52 2.90 0.48 2.98 0.49 2.67 0.57 8.077* 4. Domestic help 2.81 0.42 3.00 0.50 3.07 0.49 3.03 0.50 6.445* 5. Social help 2.65 0.45 2.94 0.43 2.88 0.53 2.64 0.42 10.849* 6. Environment care 2.29 0.48 2.50 0.39 2.44 0.42 2.33 0.44 5.732* 7. Career development 2.33 0.84 2.46 0.68 2.71 0.82 2.38 0.71 5.162*

X

*P < .05

Table 8 : Mean score and Standard Deviation of seven aspwcts divided by grade levels

Table 9 : Comparisan of lifestyle behaviors on the philosophy of sufficiency economy of all grade levels

Next, one way analysis of variance (ANOVA) was

computed to see the differences of lifestyle behaviors led by

philosophy of sufficiency economy of students in Inspection

Region 4 across different grade levels. The result showed that

students in different grade level were significant differently at

(p< = .05) in almost all aspects, except moderate spending which

is not statistically significant. Then, Post hoc test was computed

as shown in Table 9 and the results are:

For Circumspection aspect, it was found that the

average score of students in grade 10 is the lowest and is lower

than the average score of students in grade 11 and 12. For

Rationality aspect, it was found that the average score of students

in grade 12 is the highest and is higher than the average score

of students in grade 10 and 11. For Domestic Help aspect, it was

found that an average score of students in grade 12 is the highest

and is higher than the average score of students in grade 10.

For Social Help aspect, it was found that the average score of

students in grade 12 is the highest and is higher than the aver-

age score of students in grade 10 and 11. For Environment Care

aspect, it was found that the average score of students in 12 is

the highest and is higher than the average score of students in

grade 11. For Career Development aspect, it was found that the

average score of students in grade 12 is the highest and higher

than the average score of student in grade 10. The comparison

of other pairs was no statistically significant.

99


Table 10 shows that lifestyle behaviors according to the

philosophy of sufficiency economy of the students in Inspection

Region 4 by province: Ratchaburi, Nakhonpathom, Kanchanaburi

and Suphanburi, using one-way analysis of variance, in 7 aspects

as in Table 10, the results indicated that:

For Moderate Spending aspect, it was found that the

average score of students in Suphanburi is the highest and is

higher than the average score of student in Nakhonpathom. For

Circumspection aspect, it was found that the average score

of students in Suphanburi is the highest and is higher than the

average score of student in Ratchaburi. For Rationality aspect,

it was found that the average score of students in Ratchaburi is

lower than the average score of students in Nakhonpathom and

Suphanburi and the average score of students in Kanchanaburi

is the lowest and is lower than the average score of students

in Nakhonpathom and Suphanburi. For Domestic Help aspect,

it was found that the average score of students in Ratchaburi

is the lowest and is lower than the average score of student

in Nakhonpathom and Suphanburi. For Social Help aspect, it

was found that the average score of students in Ratchaburi is

lower than the average score of students in Nakhonpathom and

Suphanburi and the average score of students in Kanchanaburi

is the lowest and is lower than the average score of students in

Nakhonpathom and Suphanburi. For Environment Care aspect,

it was found that the average score of students in Ratchaburi

is the lowest and is lower than the average score of student in

Nakhonpathom and Suphanburi. For Career Development

aspect, it was found that the average score of students in

Ratchaburi is the lowest and is lower than the average score of

student in Suphanburi. The comparison of other pairs was not

statistically significant.

5. Discussions The study found that high school students of the

Office of the Basic Education Commission in Inspection Region

4 had average level of understanding of the philosophy of the

sufficiency economy. Since the questions were about the basic

knowledge of the principles, they were included in The Office

of the National Economic and Social Development policy to

emphasize the Sufficiency Economy. The Sufficiency Economy

Sub-Commission [2], made public relations through many

approaches such as radio and television. Moreover, the Ministry

of Education has been operating projects in driving the philosophy

of Sufficiency Economy and encouraging education authorities

to educate students the philosophy of Sufficiency Economy.

This is to cultivate the our children and our youth knowledge

of sufficiency living, esteeming of resources, practicing in living

with generous and sharing with others, which includes taking

care of the environment and appreciating the culture, value and

identity of Thai.

Moreover, it was found 3 lifestyle behaviors based on the

philosophy of sufficiency economy, namely career development,

environment care and moderate spending among students were

at seldom level. This may be because students might not be

aware of the expenditure and work. This was also consistent

with other factors that influence these behaviors such as financial

economy, maturity and the individual environment [3]. Therefore,

teacher should emphasize the importance of this issue and look

for suitable guidelines to improve student behavior.

Furthermore, the comparison of lifestyle behavior

according to the philosophy of sufficiency economy, by grade

showed that when students were in a higher class, the behaviors

led by this philosophy of sufficiency economy improve, in

circumspection, rationality, domestic help, social help and

career development aspects which consistent with score of the

understanding on the philosophy of sufficiency economy. This

showed that when student got older, the maturity increased,

hence, their understanding on the philosophy of Sufficiency

Economy also increased. The ways to apply themselves and in

society should be carried out in higher education or non-formal

Table 9: Comparison of lifestyle behaviors on the philosophy of sufficiency economy of all grade levels

Aspect Grade level 10 11 12 Circumspection 10 2.71 -.25* -.31* 11 2.96 -.06 12 3.02 Rationality 10 2.68 -.09 -.26* 11 2.78 -.16* 12 2.94 Domestic help 10 2.80 -.14 -.26* 11 2.94 -.12 12 3.06 Social help 10 2.69 -.04 -.22* 11 2.65 -.26* 12 2.92 Environment care 10 2.36 -.09 -.12 11 2.27 -.21* 12 2.48 Career development 10 2.23 -.23 -.36* 11 2.46 -.13 12 2.59

Table 10: Mean score and Standard Deviation of seven aspects divided by province

*P < .05

Table 10 shows that lifestyle behaviors according to the philosophy of sufficiency economy of the students in Inspection Region 4 by province: Ratchaburi, Nakhonpathom, Kanchanaburi and Suphanburi, using one-way analysis of variance, in 7 aspects as in Table 10, the results indicated that:

For Moderate Spending aspect, it was found that the average score of students in Suphanburi is the highest and is higher than the average score of student in Nakhonpathom. ForCircumspection aspect, it was found that the average score of students in Suphanburi is the highest and is higher than the average score of student in Ratchaburi. For Rationality aspect, it was found that the average score of students in Ratchaburi is lower than the average score of students in Nakhonpathom and Suphanburi and the average score of students in Kanchanaburi is the lowest and is lower than the average score of students in Nakhonpathom and Suphanburi. ForDomestic Help aspect, it was found that the

average score of students in Ratchaburi is the lowest and is lower than the average score of student in Nakhonpathom and Suphanburi. ForSocial Help aspect, it was found that the average score of students in Ratchaburi is lower than the average score of students in Nakhonpathom and Suphanburi and the average score of students in Kanchanaburi is the lowest and is lower than the average score of students in Nakhonpathom and Suphanburi. For Environment Care aspect, it was found that the average score of students in Ratchaburi is the lowest and is lower than the average score of student in Nakhonpathom and Suphanburi. For Career Development aspect, it was found that the average score of students in Ratchaburi is the lowest and is lower than the average score of student in Suphanburi. The comparison of other pairs was not statistically significant.

Ratchaburi Nakhonpathom Suphanburi Kanchanaburi ProvinceAspect

X SD. X SD. X SD. X SD. F-test

1. Moderate Spending 1.93 0.33 1.82 0.26 1.97 0.39 1.89 0.35 4.890* 2. Circumspection 2.82 0.59 2.98 0.54 3.06 0.56 2.85 0.66 4.171* 3. Rationality 2.72 0.52 2.90 0.48 2.98 0.49 2.67 0.57 8.077* 4. Domestic help 2.81 0.42 3.00 0.50 3.07 0.49 3.03 0.50 6.445* 5. Social help 2.65 0.45 2.94 0.43 2.88 0.53 2.64 0.42 10.849* 6. Environment care 2.29 0.48 2.50 0.39 2.44 0.42 2.33 0.44 5.732* 7. Career development 2.33 0.84 2.46 0.68 2.71 0.82 2.38 0.71 5.162*

X

*P < .05Teble 10 : Mean scorde and Standard Deviation of seven aspects divided by province

100


education by emphasizing the importance of public relations of

living in sustainable future and worldwide examples of those who

were successful in living adequately.

The comparison of lifestyle behaviors based on the

philosophy of sufficiency economy divided by province showed

that the students in Suphanburi had the highest score lifestyle

behavior in almost all aspects. This was concurrent with Niwat’s

study on sufficiency economy of people in Samchuk, Suphanburi.

It was found that people lead their lives according to this

philosophy at high level [4]. The idea might be the guidelines

of lifestyle behaviors to students in Suphanburi. The education

policy should be used as a way to guide students and show

them how to apply appropriately the philosophy of sufficiency

economy to students in other areas.

6. References[1] Committee Office of Economy and Social Development,

2006, The Ten National Economy and Social Development

Plan (2006-2011), Office of Prime minister. Bangkok.

[2] Office of National Economic and Social Development Board,

in cooperation with the Sufficiency Economy Sub-

Commission, 2007.

[3] Chanchalor.Sumalee, et al, 2007, “An Understanding on

the Philosophy of Sufficiency Economy of Bangkok’s

Population”, Bangkok

[4] Solsilchai.Niwatl, 2008, “Community Attitudes towards

the Philosophy of Sufficiency Economy in Samchuk District,

Suphanburi Province”, Bangkok

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