A COMPARISON OF LEARNING ACHIEVEMENT FOLLOWING A BASIC MARKETING KNOWLEDGE FOUNDATION PROGRAM BY PERSONAL FACTORS AMONG UNDERGRADUATE MARKETING STUDENTS AT SONGKHLA RAJABHAT UNIVERSITY

Abstract

Providing foundational marketing knowledge is essential for preparing students for higher education. However, students differ in their prior knowledge and personal characteristics, which may affect their academic achievement. This research aimed to compare the learning achievement of undergraduate students in a basic marketing knowledge foundation program based on their personal characteristics. This study employed a quantitative research approach. The population consisted of 95 undergraduate students enrolled in the Bachelor of Business Administration Program in Marketing, Faculty of Management Sciences, Songkhla Rajabhat University, who participated in the basic marketing knowledge foundation program during the 2026 academic year. The research instruments included a personal information questionnaire and a learning achievement test. Data were analyzed using descriptive statistics, including frequency and percentage, while inferential statistics consisted of the Independent Samples t-test and One-way Analysis of Variance (One-way ANOVA) The findings revealed that the majority of the respondents were male and resided in Songkhla Province. Furthermore, differences in personal characteristics, including gender, domicile, type of educational institution from which the students had previously graduated, and previous cumulative grade point average (GPA), did not result in statistically significant differences in learning achievement in the basic marketing knowledge foundation program at the .05 level. The findings reflect that the implementation of a foundational learning program integrating lectures with active learning, in which students actively participated in constructing knowledge through hands-on activities and collaborative learning, while engaging in activities involving critical thinking, problem analysis, collaborative problem-solving, and classroom presentations, could reduce differences in students’ prior knowledge and promote equal readiness for further study in marketing-related courses