Decision-Making in Choosing Non-Formal Education Among Learners of Different Age Groups at the Din Daeng District Learning Encouragement Center

Abstract

Background and Aims: This study examines the decision-making process in choosing non-formal education among learners of different age groups at the Din Daeng District Learning Encouragement Center. The objective of this research is to compare the levels of decision-making regarding non-formal education among learners of varying age groups within this center.

Methodology: The sample for this study comprised 217 learners from the Din Daeng District Learning Encouragement Center, representing three generational cohorts: Generation X, Generation Y, and Generation Z. The sample size was determined using Yamane’s (1973) formula, with a margin of error of 0.05. The Simple Random Sampling technique was then applied to ensure that the selected sample was representative of the population. The research instrument used in this study was a questionnaire on decision-making in selecting non-formal education, consisting of 34 items structured on a 5-point Likert scale. The content validity of the questionnaire was verified, with a content validity index (CVI) ranging from 0.60 to 1.00, while the overall reliability of the questionnaire yielded a Cronbach’s alpha coefficient of 0.968, indicating a high level of internal consistency. For data analysis, descriptive statistics, including percentage, mean, and standard deviation, were employed, along with the Mann-Whitney U test to compare differences between generational groups.

Result: The findings indicate that the decision to pursue non-formal education is at a high level, with variations in the influencing factors across different age groups. The most significant factor is educational management, particularly the flexibility of curricula and accessibility to learning resources. In contrast, personal factors exhibit statistically significant differences across age groups, with Generation Y demonstrating higher motivation and commitment than Generation Z, as they seek to develop skills for career advancement. Regarding environmental factors, no statistically significant differences were found between age groups at the 0.05 significance level.

Conclusion: This study highlights that educational management factors significantly influence learners' decisions to pursue non-formal education, particularly in terms of curriculum flexibility and accessibility to learning resources. Meanwhile, personal factors vary across age groups, with Generation Y demonstrating higher motivation than Generation Z. However, environmental factors do not exhibit statistically significant differences between age groups. These findings underscore the need to develop curriculum structures that address learners' needs and enhance access to learning resources to improve the effectiveness of non-formal education.