Television Impact On Students in Thailand

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Television Impact on University Students

In Thailand
By Daniel J. Henrich
Copyright 2005 Daniel Henrich

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Introduction
This study investigates the television viewing habits of Thai students attending Payap
University, in Chiangmai, Thailand. A combination of methodologies were utilized
including: A 75 question survey was used to determine television viewing genre
preferences, as well as basic demographic and psychographic data; Longer term media
usage was analyzed using a three month media diary qualitative methodology; and
finally a value survey was administered using a Thai Values instrument developed by a
Thai researcher in 1979. The Thai Values survey tested both instrumental and terminal
values that are uniquely Thai.
The research compares the results of Komin’s (1990a) study in 1987 of 923 university
students with a group of 29 students at Payap University. A summary analysis was
completed addressing the values ranked in the 1987 study and this present one with the
changes in rank. The values that changed significantly were two of the values that
Komin categorized as “smooth interpersonal relationship oriented” (1990a:197). These
were (1) responsive to situations and (2) self-controlled-restrained which are important
elements in the Thai social smoothing value. Komin states that these are “Consistently
score high in the cognition of the Thai people regardless of background and
demographic” (1990a:197). Yet these two values dropped from a 4 rank to a 17 rank in
responsive to situations and a 7 rank to 22 rank in self-controlled-restrained. A third
value, obedient-respectful raised in rank from 23 to a 5 rank. All three of these are
values that are categorized as “social smoothing values” that Thais value highly. The
two terminal values that shifted were Comfortable life that shifted from 16 to a 4 rank and
Social relation that shifted from 6 in 1987 to a 14 rank in the present study.

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Although there were Thai value changes in youth who viewed western television it is not
possible to extend these findings to the Thai youth population in general due to the small
size of the sample used in this present study.

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ACKNOWLEDGEMENTS
I would like to thank a number of individuals who helped me in this study. First and
foremost is my wife Christine and our four children, Caren, Samuel, Michael and Andrew
who allowed me to complete this study.
My colleagues at the university encouraged me and extended opportunities for me to
work on this. In Thailand, my assistants Sawatree, Rodney, Ajan Natawhut and the
others whose help was essential to the process. And Thai students Soloman and
Apiradee helped.
And, my thanks to Jesus Christ, without whose help I would not have run the course and
finished the study and in whose name I dedicate this thesis.

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TABLE OF CONTENTS PAGE
Introduction ............................................................................................... 2
Acknowledgements ..................................................................................4
Chapter One: Introduction

1.1 Introduction ...............................................................................9
1.1.1 Thailand .................................................................... 10
1.1.2 Youth perspective...................................................... 11
1.2 Need for the study ................................................................... 12
1.3 Research problem ................................................................... 14
1.3.1 Aim of the Study ........................................................ 14
1.4 Research questions................................................................. 15
1.5 Structure of the study .............................................................. 15
1.5.1 Chapter Two: Review of literature.............................. 15
1.5.2 Chapter Three: Methodology ..................................... 17
1.5.3 Chapter Four: Research results................................. 17
1.5.4 Chapter Five: Interpretation of the results.................. 18
1.5.5 Chapter Six: Critical evaluation of the study .............. 19
Chapter Two - Literature Review and conceptual framework

2.1 Introduction ............................................................................. 20
2.2 Entertainment-education programming.................................... 20
2.3 Identification and parasocial interaction ................................... 22
2.4 Television and signification...................................................... 23
2.5 Genre ...................................................................................... 24
2.6 Commercial soap opera research............................................ 25
2.7 Social learning theory .............................................................. 26
2.8 Uses and gratifications theory ................................................. 28
2.9 Orality and film structure.......................................................... 30
2.10 Film and cultural transcendence.............................................. 30
2.11 Thai social systems and behavior............................................ 31
2.11.1 The “Loose structure” interpretation........................... 32
2.11.2 The not-so-loosely structure ...................................... 33
2.11.3 The “individualism” interpretation............................... 33
2.11.4 The “Buddhism” interpretation ................................... 34
2.12 Definitions of culture and values.............................................. 35
2.12.1 Culture ...................................................................... 35
2.12.2 Rekeach and values .................................................. 36
2.12.3 Two kinds of values ................................................... 37
2.12.4 The functions of values and value systems ............... 38
2.13 Establishment of the Thai Value system .................................. 39
2.13.1 Komin’s Thai value survey......................................... 40
2.13.2 Terminal value discussion ......................................... 41
2.13.3 Instrumental value discussion.................................... 41
2.14 Summary................................................................................. 43
Chapter Three - Methodology

3.1 Delineation of the study ........................................................... 45
3.2 Population ............................................................................... 45
3.2 Sample .................................................................................. 46

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3.2.1 Accuracy of the sample ............................................. 46

3.2.2 Demographic profile of the sample ............................ 46
3.2.3 Type of study............................................................. 46
3.3 Data gathering methods .......................................................... 47
3.3.1 Questionnaire ............................................................ 47
3.3.2 Media diaries ............................................................. 48
3.4 Thai Values Survey ................................................................. 48
3.4.1 The two lists of values ............................................... 49
3.4.2 Payap University sampling ........................................ 51
3.5 Current study........................................................................... 52
Chapter Four – Results of the research

4.1 Quantitative data analysis ....................................................... 54
4.1.1 Questionnaire description .......................................... 54
4.2 Data results by demographics ................................................. 55
4.2.1 Gender ...................................................................... 55
4.2.2 Year in school............................................................ 55
4.2.3 College major ............................................................ 56
4.2.4 Father’s job ............................................................... 57
4.2.5 Living situation........................................................... 58
4.2.6 Mother’s job............................................................... 59
4.2.7 Parent’s income......................................................... 60
4.3 Data results by media consumption indicators......................... 61
4.3.1 Television access ...................................................... 61
4.3.2 Video cassette recorders ........................................... 62
4.3.3 Cable television connection at home ......................... 62
4.3.4 Cable television connection in dormitory.................... 63
4.3.5 Telephones ............................................................... 64
4.3.6 Mobile phones at home ............................................. 65
4.4 Data results by time and channel ............................................ 65
4.4.1 Channels and frequency of television viewing ........... 65
4.4.2 Time of television viewing.......................................... 66
4.5 Student specific qualitative data results ................................... 67
4.5.1 Data results from the survey contrasted with
the media diaries ....................................................... 68
4.5.5.1 Student 1 (ID1) ......................................... 69
4.5.5.2 Student 2 (ID2) ......................................... 71
4.5.5.3 Student 3 (ID6) ......................................... 73
4.5.5.4 Student 4 (ID7) ......................................... 75
4.5.5.5 Student 5 (ID10) ....................................... 78
4.5.5.6 Student 6 (ID11) ....................................... 80
4.5.5.7 Student 7 (ID12) ....................................... 82
4.5.5.8 Student 8 (ID13) ....................................... 85
4.5.5.9 Student 9 (ID14) ....................................... 87
4.5.5.10 Student 10 (ID17) ..................................... 89
4.5.5.11 Student 11 (ID5) ....................................... 92
4.5.5.12 Student 12 (ID18) ..................................... 94
4.5.5.13 Student 13 (ID19) ..................................... 96
4.5.5.14 Student 14(ID15) ...................................... 99
4.5.5.15 Student 15 (ID19) ................................... 101
4.6 Summary............................................................................... 103

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4.6.1 Media diary summary .............................................. 103

4.6.2 Thai values survey summary ................................... 105
Chapter Five – Interpretation of the research

5.1 Summary of the methodology utilized.................................... 107
5.1 Analysis of the quantitative data ............................................ 108
5.1.1 Data analysis by demographics ............................... 108
5.1.2 Data analysis by media consumption indicators ...... 109
5.1.3 Data analysis by time and channel viewed .............. 109
5.1.4 Data analysis by types of programming viewed ....... 110
5.2 Analysis of the qualitative data .............................................. 111
5.2.1 Analysis of the media diaries ................................... 111
5.2.2 Analysis of the Thai Values survey .......................... 113
5.3 Integrating the data sources and results from
the perspective of the research questions ............... 117
5.3.1 Student comparisons............................................... 117
5.4 Summary............................................................................... 123
5.5 Analysis ................................................................................ 125
Chapter Six – A critical evaluation of the study

6.1 Introduction ........................................................................... 128
6.2 Limitations ............................................................................. 128
6.2.1 Organizational limitations ........................................ 128
6.2.2 Methodological limitations ....................................... 130
6.3 Recommendations for further research ................................. 130
Sources................................................................................................ 131
Appendix One Research Instruments ............................................. 138

English Questionnaire ............................................. 139
Thai survey questionnaire ....................................... 142
Thai Values instrument............................................ 145
Instrumental ............................................................ 147
Terminal .................................................................. 148
Appendix Two Instructions to research assistants........................... 149

Methodology of Payap University Study .................. 150
A simple guide to conducting focus groups.............. 151
Instructions to research coordinator......................... 159
Appendix Three Research results ..................................................... 160

Quantitative data results – survey............................ 161
Media diary results .................................................. 180
Terminal values frequencies.................................... 198
Instrumental values frequencies .............................. 208
Appendix Four Reports of student meetings with coordinators ........ 220

11 Aug 1999 meeting .............................................. 221
3 September 1999 meeting ..................................... 222
27 October 1999 meeting ........................................ 224
1 December 1999 meeting ...................................... 225

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8 January 2000 financial report ............................... 226
Appendix Five Films viewed by Thai students................................. 227

Alphabetical listing................................................... 227
Film summaries ....................................................... 229
TABLES
Page
Table 2.1 Thai values ..................................................................... 40
Table 2.2 Terminal and Instrumental values ................................... 43
Table 3.1 Thai values unranked...................................................... 50

Table 4.1 Gender ............................................................................ 55
Table 4.2 Year in school.................................................................. 56
Table 4.3 College major .................................................................. 57
Table 4.4 Father’s job ..................................................................... 58
Table 4.5 Living situation................................................................. 59
Table 4.6 Mother’s job..................................................................... 59
Table 4.7 Parents’s income............................................................. 60
Table 4.8 Television access at home .............................................. 61
Table 4.9 Video cassette recorders at home ................................... 62
Table 4.10 Cable television connection at home ............................... 62
Table 4.11 Cable television connection in dorm room ....................... 63
Table 4.12 Phone in dorm ................................................................. 63
Table 4.13 Video cassette recorders in dorm room ........................... 63
Table 4.14 Video cassette recorders in dorm living room .................. 64
Table 4.15 Television in dorm room .................................................. 64
Table 4.16 Telephones owned at home ............................................ 64
Table 4.17 Mobile phones owned at home ........................................ 65
Table 4.18 Daily television viewing.................................................... 66
Table 4.19 Weekend television viewing............................................. 67
Table 4.20 Summary of television genre viewed by
students from media diary data collection...................... 104
Table 4.21 Instrumental values results ............................................ 105
Table 4.22 Terminal values results.................................................. 106
Table 5.1 Viewing comparison by genre ....................................... 111

Table 5.2 Summary of television genre viewed by student
from media dairy data collection .................................... 112
Table 5.3 Thai Instrumental Values .............................................. 113
Table 5.4 Thai Instrumental Values with values stratified.............. 114
Table 5.5 Thai Terminal Values 1987 compared to 2000 studies.. 115
Table 5.6 Thai Terminal Values with values stratified ................... 116
Table 5.7 Thai Instrumental Values Student 2 & 7 ........................ 118
Table 5.8 Thai Terminal Values Student 2 & 7.............................. 119
Table 5.9 Thai Instrumental Values Student 10 & 9 ...................... 121
Table 5.10 Thai Terminal Values Student 10 & 9............................ 122
Table 5.11 Thai Instrumental Values (ranking comparisons) .......... 123
Table 5.12 Thai Terminal Values (ranking comparisons) ................ 124

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Chapter One
Introduction
1.1 Introduction
Television is quickly reaching into the poorest villages all over the world. In Burkina
Faso, perhaps the poorest West African country with a per-family income of under $300
per year, 8,000 television sets were installed under a government program. These sets
were installed in 8,000 villages heretofore not having television and the installation
included solar panels, batteries and a video cassette recorder. Promoted as an
encouragement to the villages in the face of a drought, the sets were originally offered
for $1,200 to each village. In the end, they were paid for by an unknown donor and
installed just in time for the 1998 Africa Cup. One village chief commented that his
village did not even have water - a television wasn't important! The Burkinabe
government wanted to encourage the drought stricken villagers and encourage the youth
to stay in the village and not exacerbate the already crippling rural to urban migration.
In India, television has made huge inroads into the society. Already the largest producer
of feature films in the world, India's two TV channels in 1986 has grown to 60 cable
channels by the end of 1997! Although much of the programming is locally produced, it
is heavily influenced by the west. Plots are "thicker" or more complex and the Indian
versions of American daytime soaps are just as convoluted! More problematic, however,
is the increasing dubbing of imported programs like American soap, THE YOUNG AND
RESTLESS, into Hindi. American programming now reaches into millions of cable
homes in major Indian cities. These cultural imports also reach remote villages via

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private and community owned satellite dishes in languages the viewers understand.
(Chandra 1995:114)
This spread of television access, coupled with cost reductions in both satellite
transponders and receivers, has led to development of a global culture. Teenagers are
seen in quite similar clothing in India, Cote d'Ivoire and Japan. Earrings and hair are
worn and teens “ape” their heroes. (ibid)
1.1.1 Thailand
This study will concentrate on Thailand due to a variety of circumstances. This includes
a more stable television environment, a venue of study (Payap University in the northern
city of Chiangmai, Thailand) and a student population with research assistants willing to
assist in the data collection.
On June 24, 1955, Channel 4 in Bangkok began telecasting. It was the first to operate in
Thailand. Today, there are nine channels, namely 2, 3, 5, 7, 8, 9, 10, 11 and 12.
Channel 9 is the only one received throughout the country; channel 3 is a private station,
channels 5 and 7 are owned by the military. Channel 11 is operated by the Thai Ministry
of Education. This is similar to the Public Broadcasting system in the United States
where there are local stations, and where a percentage of local programming is
produced. The bulk of the programming is produced in Bangkok and distributed via Thai
satellite.
English sound tracks are broadcast for the main evening news of channel 9 on FM 107
Mhz, and for the main evening news of channel 3 and 7 on FM 104.5 megahertz. The

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English sound track usually only accompanies the film reports but not the news that are
just read out, so one will often miss a substantial part of the news; synchronization of
local film reports is often poor, and only few people will enjoy this setup.
There is a local English language cable network, United Broadcasting Corporation
(UBC-TV). Many better hotels are subscribers and reception is possible in every room.
Some first-class hotels also have reception of Cable News Network (CNN). UBC-TV is
also available to wealthier private subscribers who rent a small satellite dish and
decoder for about US$30-40 per month after installation charges of up to US$350.
Telecast is in the PAL system, so most European (except the French) and Australian TV
sets can be used; American and Japanese TV sets are built for the NTSC system that is
not compatible with PAL.
Although television has been available to the Thai public since 1955 it has slowly
increased in popularity among people of all classes. In 1980 there were 21 televisions
per 1000 people and by 1995 that had increased to 189 sets per 1000. The average
Thai viewed 156 minutes of broadcast television per day in 1997. (World Guide…1997)
1.1.2 Youth perspective
Thai youth are concerned about the communication of western popular culture and how
it changes the way they see themselves. In two internet discussion threads, ‘body
image’ and ‘popular culture’ participants expressed concern: ”I guess this image is not
'healthy.'” I find it sad that some girls try to be so thin and they become anorexic in the
process” and “I think that through magazine's, television, movies and other forms, young

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girls are very much influenced to think they have to be skinny. I think it is unfortunate
because, it’s the inside that really counts.”
Another threaded discussion in the same forum decried, “flared pants, dreadlocks, tie-
died shirts and activism have all come into high fashion. The fight for the legalization of
Marijuana has become just as important as freeing our oppressed refugees. If you don't
have a peace button on your school bag you’re some kind of geek. ‘Hey lets go hang
out in the city and hand out Greenpeace flyers after school- man.’” Media and its
influence is also a concern to these participants, “It is the advertising agencies, as well
as the media that try and tell the public what to wear, what to buy and how to live - if you
don't fit their mold you're made to feel like you don't fit in - you must drink coke, be thin,
blonde and white skinned to be accepted (and one of the so-called 'beautiful people').
As the old cliché goes, you can never be too thin or too rich!!!!!!” (Taking…2003)
In a 2002 study of reading habits among Thais, the overwhelming majority of them
received their entertainment and information from TV & home videos. Literacy in
Thailand is above 70% but few of the respondents purchased books or magazines.
Newspapers are shared by an extended family or special interest group and are not a
priority purchase. The researcher noted that the television and video CD player was the
main form of nuclear and extended family entertainment (Robert 2001).
1.2 Need for the study
It is clear that this global invasion of television and film from the west is affecting
expressions of popular culture. It is known from the review of media effects research
that television does have a strong effect on the attitudes of the viewers. Global culture

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seems unavoidable at times. However, how does this effect the young and their
attitudes toward their foundational culture? Mitra (1993) states that the viewing of the
Hindu epic “Mahabharat” on television led to the adoption of a more militant form of
Hindu nationalism and increased communal violence. Historically the “Mahabharat” is
the longest dramatic epic in India and is considered a religious, spiritual and historical
series that covers the Indian kuru and pasndu dynasties circa 5000 BC (ibid).
Television has led to a global culture that is affecting the way young and old alike dress
and express themselves. A respected Indian fashion photographer (Doss 1997)
comments that to all external appearances the sexy, highly paid female fashion models
have completely adopted western lifestyles. However, he says, they fall back on their
parents to select a marriage partner—following the traditional Indian practice of parents
choosing a marriage partner for their daughters! This seems to be contradicted by an
article in the Indian newsweekly, INDIA TODAY (Chakravarti, Chowdhury & David
1998:100) that the “…USA is simply no longer the foreign hand (as in oppression), it's
getting to be the mind, body and soul as liberalization, brands and TV shape much of
how urban India speaks, dresses and just is”. Young Indians have an agenda - not
plans; they do lunch; they go for it! In the central Indian state of Karnataka, a film
director wanted a blockbuster movie so he shot his film in the USA and named it
'America, America’". Chakravarti et al (1998:102) also talks about the obsession with
American brand names and talks about youth "…lounging around in what could only be
called brand names - all of the teeny boppers, without exception wearing Levi's hipsters,
Reeboks and chewing Wrigley's gum".
This worries people in India. A culture minister from the Indian state of Maharashtra
says, 'There is no need to keep away from American culture, it's part of the world. But in

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embracing it, people tend to cross limits" (Chopra 1997:99). Even ‘Bollywood’ (India’s
film capital, Bombay, has been referred to for years as ‘Bollywood’), has started
producing films with “…westernized, city-centric story-telling … with Hollywood inspired
gloss” (Chopra 1997:122). Fears are certainly rampant that Indians will take on the
gloss of the west, but a few believe, like V. Rao, the father of the Indian satellite, that
Indians may watch 100s of hours of the soap, ‘Santa Barbara’ but in the end the popular
culture they adopt is only skin deep and that 3,000 years of Hinduism will re-assert itself,
perhaps like the short skirted fashion models who still ask their fathers to find a husband
for them (Doss 1997).
1.3 Research problem
Television and video has also had an effect on Thai traditional value systems. This
study is needed to discover just how far these limits have been crossed and if so,
perhaps to determine how this will effect the young person's attitude to so-called
traditional values of their culture as expressed in Komin’s (1990a) Thai instrumental and
terminal value definitions.
1.3.1 Aim of the study
This study will examine the television viewing habits of Thai students attending Payap
University in Chiangmai, Thailand. Both quantitative and qualitative methodology will be
used to determine the extent, if any, of change of Thai traditional values among the
students between Komin’s (1990a) study conducted in 1987 and this present study.

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1.4 Research questions
The research questions addressed in this study are:
1. Find out basic media usage patterns from a random sample of Thai
University students using a 75-category questionnaire.
2. Determine if the viewing habits noted in the questionnaire were born out
during a three-month series of media diaries completed by at least 7% of the
original samples. Each person doing a diary was encouraged to write a
comment next to the program.
3. Conduct the exact same Thai Values survey to the students who participated
in the media diary process and compare the results with Komin’s 1987 study
among university youth. Komin’s results from university youth will be
compared to those from this study to determine if there was a change over
the intervening 12 years. The present study will attempt to identify general
trends in changes in Thai Value rankings and correlate them to quantity of
viewing hours of both western and Thai dramatic programs.
1.5 Structure of the study
1.5.1 Chapter Two: Review of literature
The underlying theories addressed in this study and used as a foundation fall into two
broad categories, i.e. media effects and the Thai value system as defined by Komin.

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Entertainment-education is the process of intentionally using media to change viewer’s
attitudes and eventually behavior. Used extensively in the two-thirds world,
entertainment-education is the use of media, primarily television and radio, to address
such areas as literacy, women’s rights, family planning, etc., through entertainment
(Nairman 1993). Rubin, Perse and Powell (1985) defined parasocial interaction as
vicarious interaction with a television personality that the viewer believes is similar to
those people in the viewers peer social circle. Bandura’s (1986) social learning theory
postulated that motivations for learning may come from both observation of an actual
person or a media character who might serve as a role model. Rubin (1983), Katz,
Blumler and Gurevitch (1973), Swanson (1987) agreed that television audience
members define the gratifications they desire from media presentations and that the
media may guide the viewer’s behavior. Martin-Barbero (1993) postulates that stories
tied to a strong oral narrative tradition enable characters, authors and viewers to
constantly exchange places.
Komin (1990a) established a series of values specifically for Thais that were based on
Rokeash’s (1968) terminal and instrumental values. Komin postulated that a person’s
value system was like a generalized plan or a cognitive blueprint, the subset of which
leads to action (Komin 1990b). Komin developed the 20 terminal values and 23
instrumental values to ensure that they were uniquely Thai through a process of testing
similar to the methodology Rokeash used to identify his American oriented values.

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1.5.2 Chapter Three: Methodology
This study will utilize a combination of research techniques. All of the research was
conducted on the campus of Payap University in the northern city of Chiangmai,
Thailand. This study utilized both quantitative and qualitative methodology. The
quantitative section was a simplified randomized (Leedy & Ormrod 2001:196)
quantitative self-administered survey distributed to 4.5% of the student body with a
response rate of 58% of the sample or 235 returned surveys. This phase was to learn
baseline demographic and psychographic information. These questionnaires were
analysed using SPSS to conduct a variety of analysis. Out of the 235 returned
questionnaires, 29 students agreed to continue with the study and track their television
viewing habits for three months. These media diaries were translated into English, data
was categorized and examined for patterns (Leedy & Ormrod 2001:150). The last phase
involved the unmodified Thai Value Survey as created by Komin (1990a) using the same
administration routine of peel-off labels and having the students re-arrange the values to
reflect their ranking priority. The results were tabulated and displayed in a variety of
tables for better analysis.
1.5.3 Chapter Four: Research results
The research results are analyzed according to basic demographic elements such as:
gender; year in school; parent’s education; employment and income; television, VCR
and cable television access in the home and university dormitory; telephone access;
channel, time and frequency of television viewing during the week and on weekends;
genres of programming viewed as contrasted with media diaries; individual rankings of
the Thai Value Survey instrument; and comments on western and Thai programs. The

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media diary data was summarized and discussed in a table as were the Thai Values
Surveys.
1.5.4 Chapter Five: Interpretation of the results
This chapter analyzed the data as discussed above. The media consumption indicators
of the students responding were analyzed. The majority (67%) of the students had easy
access to television, cable and video cassette recorders both in their home and in the
dormitory. When the media diary data was contrasted with the survey data, even those
students who did not have television at home still viewed a significant number of
programs presumably in their college dorms at the university. On the quantitative
survey, 56% viewed western programs on television and 64% reported that they rented
the same. The results of the media diaries showed that 30% of the time spent viewing
television or video cassettes was western programs.
The results of the Thai Values Survey will be addressed last in this chapter. Separate
tables were created that showed both the results for the present study as well as
contrasted with Komin’s results (1990a). A separate comparison was completed
between two females and between two males, one of each with low and one with high
western television viewing hours. A summary analysis was completed addressing the
values ranked in the 1987 study and this present one with the changes in rank. The
values that changed significantly were two of the values that Komin categorized as
“smooth interpersonal relationship oriented” (1990a:197). These were (1) responsive to
situations and (2) self-controlled-restrained which are important elements in the Thai
social smoothing value. Komin states that these are “Consistently score high in the
cognition of the Thai people regardless of background and demographic” (1990a:197).

19
Yet these two values dropped from a 4 rank to a 17 rank in responsive to situations and
a 7 rank to 22 rank in self-controlled-restrained. A third value, obedient-respectful raised
in rank from 23 to a 5 rank. All three of these are values that are categorized as “social
smoothing values” that Thais value highly. The two terminal values that shifted were
Comfortable life that shifted from 16 to a 4 rank and Social relation that shifted from 6 in
1987 to a 14 rank in the present study. These rank changes are discussed and their
possible significance in light of Komin’s (1990a) analysis.
1.5.5 Chapter Six: A critical evaluation of the study
This last chapter addresses the limitations both organizational and methodological that
informs the results of this study and any conclusions that may be drawn by the
quanititative and qualitative data collected for it. Recommendations are made for further
research.

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Chapter Two
Literature review and conceptual framework
2.1 Introduction
This chapter will focus on the concepts and theoretical media effects framework that
inform the current study of Thai university students at Payap University in Chaingmai,
Thailand. To clearly understand the influence television has on Thai students, this study
will first address the literature related to entertainment-education and its influence on
two-thirds world cultures. Because of its intentionality, entertainment-education provides
the media effects framework for the present study and the following effects theories and
genre discussion in sections 2.2 – 2.9 below.
It is essential to understand how values effect behavior within the Thai context and
Komin’s (1990a & b) establishment of a Thai instrumental and terminal value system
provide the potential of a broad behavioral framework in which to place the findings of
Thai television consumption and its possible effects on values.
2.2 Entertainment-education programming
In the late 1960s, Miguel Sabido, a Mexican writer-director-producer, adapted the
entertainment soap format to produce programming to educate viewers on certain pro-
social issues (Nariman 1993). Singhal (1990) defines entertainment as a performance
or spectacle that captures the interest or attention of individuals, giving them pleasure
and/or amusement and education as either formal or informal program of instruction.

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Rushton (1982) defines prosocial behavior as behaviors that are desirable and beneficial
to other individuals and/or society at large. Sabido (Nairman 1993) observed that the
popularity of the entertainment format telenovela or soap opera could be adapted to
address issues such as adult literacy, family planning, status of women, child
development, etc. and to influence behavior change.
According to Brown, Singhal, & Rogers (1989:43) pro-development is a strategy where
entertainment and educational content are combined “to promote development
practices, and is alternately called ‘enter-educate,’ ‘edutainment,’ and ‘entertainment-
education’ by other scholars and development specialists”. The term entertainment-
education will be used in this study.
Sabido's success inspired the production of numerous entertainment-education
programs. Entertainment-education is the process of purposely designing and
implementing a media message to both entertain and educate (Singhal & Rogers 1994),
the goal to increase audience awareness and knowledge about an educational issue,
create favorable attitudes and hopefully change overt behavior. The key is intentionality
in message design and delivery of these prosocial messages using an entertaining
format, as opposed to an education format. The general purpose of entertainment-
education programs is to contribute to social change, defined as the process in which an
alteration occurs in the structure and function of a social system (ibid).
Between 1984-85, the long running Indian series HUM LOG ('We People')
communicated such issues as the status-of-women, family harmony, and smaller family
size. Other education entertainment soaps were produced in Kenya, Nigeria, Egypt, and
Turkey to communicate similar issues (Singhal & Rogers 1999).

22
Some of the reasons why entertainment-education programming formats are so
successful revolve around:
1. Longevity. Most entertainment-education soaps are long running. Sabido's
eleven entertainment-education series' averaged 160, 30-minute episodes
with the only adult literacy series running for 280 programs.
2. Networked Approach. Sabido (and succeeding producers of pro-social
programming) did not work in isolation (Nariman 1993). There was always an
existing agency that provided the associated 'services.' Examples included
the ministries of health and education.
3. Role model identification or 'parasocial interaction'. This is when the
viewer identifies with the performer so thoroughly that they pretend the
relationship is not mediated, but true to life. (see section 2.2 below)
4. They are commercially viable. For example, HUM LOG attracted advertiser
support right from the first few episodes (Brown and Cody 1991).
2.3 Identification and Parasocial interaction
Horton & Wohl (1956) developed the concept that parasocial interaction was a
imaginary, one-sided friendship a television viewer has with a mass communication
“persona” or character. Rubin et al (1985) addressed the concept vicarious interaction
rather than actual interaction in television viewing and that a parasocial relationship is

23
based on a belief that the television personality is similar to those people in the viewers
peer social circle.
Commercial soaps are well planned from a long-term basis. Writers know that they must
create memorable characters and compelling plots to gain viewer-ship. Without viewer-
ship the series will not attract advertisers and the soap will die due to income loss. In
this way, Hollywood writers strive to create characters with which people identify and
build parasocial relationships (Kielwasser & Wolf 1988).
Commercial soaps and films increasingly use product identification within the film itself.
In a recent James Bond film, TOMORROW NEVER DIES, over $100 million dollars was
earned by the producers through product placement. Product placement is where the
actor in the film uses a certain product or it is placed within the frame or shot. In this
case, James Bond used a mobile phone, automobile and other products. Usually this is
more indirect as products are only briefly viewed. Viewers, identifying with the
character, are more prone to purchase the products used by the actor (Osterhus 1997).
2.4 Television and signification
Mitra (1993) discusses the issue of the signifying influence of television on culture and
that it therefore reinforces existing cultural norms. Mitra states that culture is made up of
a set of practices and that the texts and images of Indian programming by the state
owned Doordarshan television network circulates a set of dominant and preferred
practices by the state. For example, the dramatization of the Hindu epic Mahabharat
emphasizes the centrality of Hindu practices in India. Mitra believes that it is possible to
break the connections and forge new connections that ultimately redefine cultural space

24
in India with television. The adoption of western filmic styles and stories that “signify”
foreign cultural practices to the audience will, therefore, undermine the more traditional
cultural practices.
2.5 Genre
Cantor and Pingree (1983:13) asked a key question that needs to be continually asked,
“What kind of a world-view [does] the audience cultivate from these images”. Much of
the mass media research unfortunately never tries to answer the question. American
commercial soap operas are not unique among entertainment soaps, they have tended
to present messages that do not lead to social changes but follow the status quo of
society. Soaps provide pleasure and solidarity among female viewers in Australia
because they are closely integrated with women’s oral culture that values itself as a
source of pleasure and power (Brown & Barwick 1987). Hobson (1982) believes that
soaps are a part of women’s culture and that women viewers of the British soap
Crossroads construct pleasures and meanings for themselves through their association
with soaps and that women use soaps to expand the boundaries of social possibility.
Davis and Davis (1995) found in their study of television viewing habits in Morocco that
television was considered a ‘window on the world’. Muslim women who were restricted
from freely traveling out of the home spent hours viewing television from outside
Morocco.
Dyer, Lovell, and McCrindle (1977) defines the soap opera as a social drama on
television. Although not as tightly defined as the “cowboy” or American western genre,
there are characteristics that bind the program into a distinctive kind. These
characteristics involve: mostly interior shooting sets – sequences shot outdoors are

25
regarded as exceptional; a camera style that tends to be simple with the stress being
placed on interaction between characters as opposed to a camera style that draws
attention to itself; each episode relates to a multi-linear narrative with several strands
interweaving and each episode contains a range of characters of equal importance.
Modern Mexican soaps are exported to such culturally and religiously diverse countries
– from Russia, to Indonesia and Cambodia. Viewers are fascinated by the life of the rich
and famous – in some cases, the rich and scantily dressed women. Mexican culture is
understood in these countries as wealthy, highly promiscuous and with lots of eye candy
for men in the form of women with deep cleavage and short skirts (Chan & Ma 1996).
2.6 Commercial soap opera research
Research interest in commercial soap operas has generally fallen into two
types of scholarly work:
1. A content analyses of the productions,
2. A close review of the actual scripts and documents and audience surveys.
Women were asked to fill out a radio soap opera questionnaires about their
habits and soap opera listening (Liebes & Livingstone 1994)
Compesi (1998) postulated that commercial soaps are enjoyed because they
represented problems like their own. Personal biases were used by viewers to decode
the stories and listening offered an emotional release and provided both an ideology and
recipes for adjustment. The reason why people consume media has always been of
interest to advertisers. Entertainment, habit, convenience, social utility, relaxation, to

26
escape from boredom and reality exploration of advice was the response most given in a
1976 study of the soap All My Children. According to Katzman (1972: 201) “the almost-
realism of the characters and themes, the repetition due to slow pace, and the extremely
large number of hours spent viewing soap operas indicate that these shows have great
potential power”.
Barbatsis and Guy (1991) identified specific compositional elements, conventions and
codes that construct a soap opera’s narratives that give the genre the particular visual
and auditory form that may be related to the genre’s construction of realness. This sense
of realness is what distinguishes the soap from other genres, a realness that is an
invitation to viewers to the rhythm of daily life.
Liebes and Livingstone (1994) developed an ethnographic approach to soap opera
research by studying a number of long running soaps with top ratings. These were The
Guiding Light and As the World Turns in the United States and Coronation Street and
EastEnders in Britian during 1987-1988. A quasi-ethnographic map of the
interconnectedness of the characters by blood, romance and marriage was created as
part of the research process. A study of the narratives was carried out to determine
which of these social constructions would serve as a focal point for the analysis of the
soap opera genre (Reynolds 1998).
2.7 Social learning theory
Albert Bandura (1977) studied the processes by which behavior is learned socially called
social learning theory. Bandura postulated that the motivations for learning may come
from an actual person but it may also come from a media character or personality. Both

27
can serve as role models. Behaviors may be abstractly based on general rules that
have been formulated for behaviors previously seen. When attention and retention
occur then performance of a specific behavior may happen due to reinforcement of the
consequences to either the model or to the observer.
Bandura (1986) believed that there are three aspects to social learning: imitation,
identification and modeling. Imitation is the process whereby an individual closely
matches the actions of another, usually closely in time. An example of this would be a
young African American male imitating the shooting style of basketball star Michael
Jordan. Identification is when an individual takes on a models personality patterns or
behaviors. An example of this could be the adoption of slang, or hostile attitudes as
expressed by a media personality such as Puff Daddy. The adoption of clothing styles
and types of walk by Thai youth would be another example. Bandura (1986) defines
Modeling as the psychological processes where an individual matches the actions of
another, but has broader psychological effects than imitation or identification. Examples
of modeling can be found in Udornpim and Singhal (1997) where Thai viewers perceived
the main character “Oshin” as a role model.
Bandura (1986) explained that observational learning from television is regulated by the:
(1) Attentional processes where people learn by attending to and understanding the
main features of a behavior. Entertainment-education uses an entertainment format with
attractive characters to maintain the viewers attention; (2) Retention processes whereby
people retain their knowledge about modeled behavior in symbolic form and that
retention of these symbols can be reinforced by repetition of the modeled behavior.
Sabido (Nairman 1993), telenovelas allowed viewers to observe modeled behavior over
the period of many episodes; (3) Production processes whereby a viewer converts the

28
retained symbols into behavioral action by initiation, monitoring and refinement on the
basis of feedback received from performance of the actual behavior. Sabido (ibid)
showed his characters performing the new socially desirable behaviors; and (4)
Motivational processes distinguishes between acquisition and performance of a new
behavior. The viewer cognitively (via imagination) shares in a models experience when
that model is rewarded or punished for performing a certain behavior.
Brown et al (1989) presented soap operas as a unique approach to communication and
teaching society. Brown and Singhal (1993) also addressed a call for ethical
considerations in the popular media. American audiences, however, are not as
conditioned to the concept of entertainment and education in television as are other
cultures. This is also true of more media sophisticated countries in Asia.
2.8 Uses and gratifications theory
Rubin (1983) understood that information about the various functions and uses of a
given medium would be helpful in gaining understanding about the viewing audience,
proposing expanded categories to explain television use. They are: diversion, personal
relationships (including substitute companionship as well as social utility), personal
identity (including personal reference, reality exploration, and value reinforcement), and
surveillance. McQuail (1987) cites the common reason for television usage as gaining
information, personal identity, integration and social activities and entertainment.
According to Katz el al (1973) media effects studies revolving around a uses and
gratification perspective was designed to lend insight into how people used media to
meet their needs. It focused on individual motivations for media use. Rubin (1979)

29
developed a list of motivations in his study of children and adolescents in the United
States as learning, habit, companionship, arousal, relaxation, escape and passing time.
Gratifications researchers regard audience members as active and as people motivated
by needs and goals, which they themselves define. Swanson (1977) provided the most
helpful definition which is the conception of gratifications where persons are described
as motivated by psychological, social, and socio-cultural influences to use mass media
to accomplish particular ends, conceived as ‘gratifications’, so viewers can comprehend
mediated interactions differently because they are looking for and expecting different
gratifications.
According to Blumler (1979) audience members perceive messages through interpretive
frames and they have key foci that organize and pull these frames from the scripts.
Audience members give attention to particular aspects of the script messages that
become relevant to their given foci. These frames in turn start to define the status of the
characters and the content for them as viewers. An example of this might be youth
viewing music videos with violent actions and lyrics and believing it a justification to act
violently to others.
Rubin (1994) affirmed Windhal (1981) in Windhal’s approach that uses and gratifications
theory should be a synthesis of several viewpoints: (a) that media perceptions and
expectations guide people’s behavior; (b) that besides needs, motivation is derived from
interests and externally imposed constraints; (c) that there are functional alternatives to
media consumptions; and (d) that media content plays an important role in media
effects. Lin (1996) states that most uses and gratification’s shortcomings involve its
ambiguous contextual footing. The assumption that media consumption is initiated by a

30
set of self-aware needs that actively motivates an audience to seek out mediated
content for gratification of those specific needs, as opposed to a situationally dictated
incidential act must be considered when the theory is applied to a specific study. For
example, do Thai university students seek out western television because they want to
be exposed to western culture and thought processes or does the average student
simply watch a certain western program because of the influence of their peer group?
2.9 Orality and film structure
Ong (1982) discusses the difference of literature versus the "primary orality" of the non-
literate. Literature, in Ong’s analysis, would struggle to express the true cultural belief
systems. Oral presentation of these cultural traditions would only succeed because they
are oral and not bound by the technology and reasoning of writing. Ong goes on to state
that television and film generate a strong group sense and that hearers of the spoken
word are formed into a group or a true audience. Ong (1982) does not discuss media
effects theories like parasocial interaction in regards to a nonliterate audience. It can,
however, be assumed that the identification of the audience (hearers) with the
characters (speakers) would be more likely to happen in television and film than it would
in literature because of the visual aspect of the medium.
2.10 Film and cultural transcendence
Ukadike (1994) feels that television and film can transcend these barriers of language
because of its use of audio and visual images. One way, he advocates, is to inject
African cinema with a dose of authenticity that will exploit the interlocking elements of
the continent's cultural heritage. He talks about the dance, music, metaphor, and

31
proverbs, which, when adapted to filmic codes, would produce film aesthetics that are
African. Novelist Ousmene Sembane turned to film to disseminate his messages
beyond conventional boundaries to a nonliterate, primarily rural audience. Sembane
(Ukadike 1994) believes that visual image of film can transcend language barriers and
produces his films using traditional cultural aesthetics and images to a primarily rural
audience.
Martin-Barbero (1993) in his study of Latin American telenovelas (television novels or
"soaps") states that he sees stories that are tied to strong oral narrative traditions which
enable characters, authors and viewers to constantly exchange places. He states that
there is an exchange, a confusion between story and real life, between what the actor
does and what happens to the spectator. It is an experience open to the reactions,
desires and motivations of the public.
2.11 Thai social systems and behavior
Komin (1990a) believed that there was a need to establish a series of values based on
Rokeash’s instrumental and terminal values that would allow researchers to better
understand what shapes the values and behaviors in Thai society. Komin (1990b:684)
defined values as “standards of criteria to guide not only action, but also judgement,
choice, attitude, evaluation, argument, exhortation, rationalization, attribution of
casuality”. Komin (1990b) postulated that a person’s total value system is like a
generalized plan or a cognitive blueprint, the subset of which leads to action. Komin
never addressed the impact on television in either of her studies, but rather simply
addressed the fact that Thais are influenced to specific sets of behaviors based on their
underlying value systems. Komin’s two studies (1990a & b) provide a framework for this

32
current study to determine if the value rankings of the university student ranking in her
1987 study differ from this present study completed nearly 13 years later.
According to Komin (1990a) there are seven different interpretations of Thai social
systems and behaviors. Three (“Loose Structure interpretation”, “Not-so-loosely
structure interpretation” and “Buddhist interpretation”) were selected by the researcher
as the ones more relevant to this study and are briefly presented as follows.
2.11.1 The “Loose Structure” interpretation
Embree (1950) characterized Thailand as a culture with a “loosely structured” social
system. On the basis of cultural traits that he had observed as existing in Thailand or
among Thai people, he made observations concerning the “looseness” of the Thai social
structure. By “loosely structured” social system, he meant that, in contrast to the
Japanese, Chinese and Vietnamese, the Thai:
- permit significant variations in individual behaviors;
- are concerned less in observing reciprocal rights and duties;
- have no strong sense of duty and obligation in family relations, to parents,
spouses and kindred: and there is an almost determined lack of regularity,
discipline, and regimentation in Thai life.
Embree (ibid) cited a number of observed interpersonal “case examples” ranged from
the personal affairs of individual families to the diplomatic skills of “delay and double-
talk” that had helped save Thailand from being colonized.

33
2.11.2 The not-so-loosely structure
Against Embree’s view of loosely structured social system, there are arguments of the
“not-so-loosely-structured” social system. Potter (1976) with his analysis of a Northern
Thai village near Chaingmai, stresses that his village is as structured as in other
societies. With the this data and a re-analysis of many other anthropological studies
including the Bang Chan village by Phillips (1965), Potter delineates eleven structural
uniformities present in all Thai villages. The eleven structural elements are:
1. the extended-stem family cycle;
2. the bilateral kindred;
3. neighborliness and formal neighborhoods;
4. cooperative labor-exchange groups;
5. the junior-senior relationship;
6. class and status divisions;
7. entourages;
8. political factions;
9. administrative hamlets;
10. the village community; and
11. the wat (temple).
2.11.3 The “Individualism” interpretation
The “individualism” interpretation correlates highly with the “loose structure” paradigm,
with emphasis on the “individualistic personality” as a core regulator of Thai social
behaviors. Since reciprocal rights and duties are not clearly marked, the Thai have

34
relative freedom of choice in social action, as Phillips (1965:206) states that they have
the “…profound sense of self-concern and freedom of choice” as a major dimension of
their loosely structured relationships. And because of this individualism dimension, the
Thai seldom show a sense of obligation, solidarity, ideological commitment, and possibly
even loyalty to anything beyond personal values.
2.11.4 The “Buddhism” interpretation
Most scholars studying Thai culture are quick to see a strong relationship between the
Thai individualism and Buddhism, in the sense that Buddhism focuses on individual
responsibility for his own ‘salvation”, working for his own karmic status. One is punished
or rewarded according to his own deed, thought and craving – all attributed to his own
accumulated karma. This emphasis on the importance of personal values is perfectly
consistent and meaningful, and strengthens the individualism interpretation (Tambiah
1970).
The loose structure paradigm of the Thai social structure is further understood and
described in cultural terms, such as Buddhist values, and in personality terms, such as
individualism. While the concept of loose social structure is controversial, the use of
Buddhist values seems more like an all-purpose, blanket label.
Using Buddhism as a “blanket” approach offers little explanation, because a variety of
other Thai attitudes and behaviors which reflect emotions and cognitive orientations, are
completely incongruent with the often-cited attitudes and behaviors (Namsirichai &
Vichit-Vadakan 1973). It fails to explain, for instance, why the Thai are “material
possession” oriented, and status symbol oriented, and even extravagance, etc., if they

35
are in fact influenced by the Buddhist teaching of detachment. It fails to explain the
“covert but real aggressiveness in social interaction among Thai, the considerable
tension hidden behind a façade of smiling faces in the daily interactions among friends,
the competitiveness and determination often unrecognized because of the outward
appearance of placidity, gentleness, subtlety, and permissiveness, and the overt
outbursts of violent emotions over seemingly trivial, minor issues (Namsirichai & Vichit-
Vadakan 1973:85). Therefore, the Buddhism-explain-all approach is inappropriate as it
fails to explain the vast area of behaviors, emotions and attitudes of the Thai, not to
mention that it could be proven mistaken or incorrect.
2.12 Definitions of culture and values
The concept of value is the main dependent variable in the study of culture, society, and
personality, and the main independent variable in the study of social attitudes and
behavior (Brislin 1993). It is therefore imperative to have a clear conception of concepts
involved in the study of Thai value systems and behavioral patterns, in order to have a
better understanding of Thai culture and personality. Komin (1990a) believed that
values influenced the behavior of a person in much the same way researchers look at
such concepts as social learning theory (see section 2.12.2 for more discussion on this).
2.12.1 Culture
Culture refers to the patterns of values, ideas, beliefs, customs, practices, techniques,
institutions, objects, and artifacts, which make a society distinctive. Culture also serves
as a framework for shaping and guiding the thoughts, the actions, and practices as well

36
as the creativity of its members. It is transmitted, learned and shared. Therefore,
people are culturally conditioned (Komin 1990a).
2.12.2 Rokeach and values
The term “value” has been variably used to refer to interests, likes, pleasures,
preferences, duties, moral obligations, desires, wants, goals, needs, attractions, and
aversions, and many other kinds of selective orientations. Certainly, one would expect
to find many theoretical discussions in various contexts of social sciences, giving rise to
these meanings. While there is no intention to go into theoretical discussions at length
here, it is important to indicate the conceptual background on which Komin’s (1990a)
study is based—that is, Rokeach’s conceptualization of value and the value system and
its resulting measurement procedures.
Value “is a conception, explicit or implicit…of the desirable which influences the
selection from available modes, means, and ends of action (Kluckhohn, 1951:389).
Building from this idea, Rokeach defines values as abstracts, ideals, positive or
negative, and ideal terminal goals (Rokeach 1968).
Values as beliefs about the desirable, are assumed to have cognitive, affective, and
behavioral components, like attitudes or sentiments. A value (or belief about the
desirable) therefore involves some knowledge about the means of ends considered to
be desirable; it involves some degree of feeling, because values are not neutral but are
held with personal feeling and generate behavior or emotion when challenged (Rokeach
1973).

37
2.12.3 Two kinds of values.
Rokeach makes a distinction between values referring to modes of conduct and values
referring to end-states of existence, i.e., Instrumental values and Terminal values.
Instrumental values encompass such concepts as honesty, love, responsibility and
courage. Terminal values include such concepts as freedom, quality, and a world at
peace and inner harmony. Rokeach further suggests that there are two kinds of terminal
values, those having a personal focus (such as salvation and inner harmony), and those
having a social focus (such as world peace and true friendship among people).
Similarly, he distinguishes two kinds of instrumental values, those that have a moral
focus in the sense that not having lived according to the valued mode of conduct may
activate pangs of conscience and feelings of guilt, and those concerned with
competence or self-actualization.
Moral values are assumed to have an interpersonal focus and would include such
modes of conduct as behaving honestly and responsibly toward others. Competence
values, on the other hand, are assumed to have a personal focus. They would include
such modes of conduct as behaving logically and intellectually. When they are violated,
the outcome is likely to be feelings of shame or disappointment about one’s personal
inadequacy rather than pangs of conscience. Moral values and competence values may
be in conflict. Thus a person may experience conflict between being honest and being
polite, and so on (Rokeach 1973).
Rokeach suggests two sets of values are conceived of as important constituents of a
person’s total system of attitudes and beliefs (Rokeach 1968). The terminal values,
however, are regarded to be more centrally located within this total system than are the

38
instrumental values; and both are more fundamental than the many beliefs and attitudes
about specific objects and situations that a person possesses. Evidence of the centrality
of values can be seen in widespread ramifications that occur within the total cognitive
system when a change occurs in one or more core values (particularly terminal values).
Changing a person’s values is like interfering with the very foundations of the structure.
This concept of centrality of values in accordance with the hierarchy of importance within
the total value-attitude-belief system, is consistent with similar system concepts in
personality theory that involve the idea of varying degrees of centrality (Lewin 1935).
2.12.4 The functions of values and value systems
According to Rokeach (1968:14), values serve as “standards” that we learn to use
transcendentally across objects and situations in various ways:
- to guide action;
- to guide us to take particular positions on various social, ideological, political, and
religious issues;
- to guide presentations of self to others and impression management;
- to evaluate and judge ourselves and others by;
- to compare ourselves with others with respects to competence and morality
- to serve as standards in the processes of persuasion and social influence, since
they provide a basis for determining what is worth arguing about or whether it is
worth trying to influence others to effect changes in their thinking and behaving;
and
- to use values as standards to guide processes of conscious and unconscious
justification ad rationalization of action, thought, and judgment.

39
Therefore, in these various ways, the ultimate function of human values is to provide us
with a set of standards that guide though and action, to guide us in our efforts to satisfy
our needs and at the same time maintain and enhance self-esteem, that is, to make it
possible to regard ourselves, and to be regarded by others as having satisfied societal
and institutionally originating definitions of morality and competence.
2.13 Establishment of the Thai Value system
The Komin (1990a) study stated that the series of terminal and instrumental values (see
Table 2.1) was developed in 1978 because of the need for a systematic measurement of
Thai values. Komin uses Rokeachs’ (1968:38) conceptual framework discussed in this
study (See 2.11 onwards) that Komin defines as “the most comprehensive and
multidisciplinary meaningful conception of values.” Komin was concerned that
Rokeash’s measurement scale would not be free of “imbedded American culture and
constructed the Thai Value Survey using the same criteria and procedures used by
Rokeash (Komin 1990a:36). .
Terminal values represent goals that individuals perceive as important in their life;
Instrumental values are conceived of as those modes of behaviors, which serve as
means – instrumental to the attainment of the goals.

40
Table 2.1 Thai Values Unranked

Terminal Values Instrumental Values
1 Brotherhood Spirit 1 Self-controlled, restrained
2 Social recognition 2 Independent
3 A exciting life 3 Responsive to situations, opportunities
4 A comfortable life 4 Contented
5 True Friendship 5 Interdependent, mutually helpful
6 Mature love 6 Capable
7 Religious-spiritual life 7 Calm-cautious
8 Social relation 8 Caring-considerate
9 A world of beauty 9 Loving-affectionate
10 Wisdom-knowledge 10 Forgiving
11 Self-esteem 11 Grateful
12 National Security 12 Ambitious-hardworking
13 Status-wealth 13 Polite-humble
14 Freedom-independence 14 Obedient-respectful
15 Happiness-inner harmony 15 Educated
16 Equality 16 Courageous
17 Success in life 17 Honest-sincere
18 Family happiness-security 18 Responsible
19 Pleasure 19 Fun-loving, humorous
20 A world at peace 20 Imaginative-creative
21 Clean-neat
22 Kind-helpful
23 Broadminded-open-minded
2.13.1 Komin’s Thai value survey
Komin (1990a) completed two studies, one in 1978, the other in 1987 to determine the
ranking of these terminal and instrumental values (Table 2.1) among Thai peoples.
These two studies are reported in Komin (1990a). The 1978 study sample was
predominantly rural adult workers while the 1987 study sampled 923 university students
and provides the basis of comparison for this current study. Komin collected most of her
data from “…rural areas, with the exception of laborers, government and students, which
have a mixture of Bangkok and rural samples” (1990:82). The data for this current study

41
was collected in a university setting but it was not possible to determine whether the
students came from Bangkok, a rural town or one of the larger cities like Chiangmai.
Komin used the same methodology for collecting the data as this current study (See
3.4.2 for a detailed description).
2.13.2 Terminal value discussion
From the value rankings of the 1987 study, the topmost concern for individuals in the
college age demographic with regards to life goals, are Success in life and Self-esteem,
followed by need for Family Happiness-security and to secure a Comfortable life.
Important in this ranking were the two values that Komin (1990a) defines as having
political awareness as Equality and Freedom-Independence. Happiness-Inner-harmony
and Brotherhood Spirit were ranked next while National Security was ranked relatively
higher, followed by Wisdom-knowledge, A world at peace and Religious-spiritual life.
Less important are the values Mature love, A world of beauty, the social values of Social
relation and Social recognition, but they are definitely higher than the worldly sensual
values of Exciting life, and Pleasure. Status-wealth is the lowest ranked terminal value.
2.13.3 Instrumental value system
The findings of the Thai Instrumental values are interesting. The Thai perception of their
social world seems to be characterized by the highest ego value of being Independent,
the competence value of being Responsible, the interpersonal-moral values of being
Honest-sincere, and being Grateful, followed by a group of culturally characteristic Thai
interpersonal social relation related values of being Responsive to situations and
opportunities, Caring and considerate, – which as a group reflects the Thai “social

42
smoothing” values. Two of these values – Caring and considerate (which is the closest
trait of the concept of kreng jai in Thai), and Responsive to situations - opportunities
(which is the root value of being adaptive and flexible) are exclusively Thai. And in order
to keep the self-function and balancing in such an interpersonally oriented social context,
some degree of Self-control, Tolerance, and Self-restrained, is important. The self-
actualizing value Courageous was followed by the competence value Capable,
relationship values of Polite-humble and Kind-helpful. Calm-cautious and Educated,
both competence values are followed the achievement value of Broadminded, open-
minded. Contented, Fun-loving, humorous, both pleasure values, are followed by
Forgiving, Loving-affectionate, both relationship values. The last five ranked values in
the Komin 1987 study were Imaginative-creative, Clean-neat, Ambitious-hardworking,
Interdependent, mutually helpful and finally, Obedient-respectful.

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Table 2.2 Terminal & Ranked according to Komin’s 1981

Instrumental values study, college age demographic.
High Values High Values

1 Success in life 1 Independent
3 Self-esteem 3 Honest-sincere
4 True friendship 4 Responsive to situation-opportunities
5 Freedom-independence 5 Grateful
6 Equality 6 Caring-considerate
7 Comfortable life 7 Self-controlled, tolerant-restrained
8 Medium values 8 Capable
Equality
9 Wisdom-knowledge 9 Medium values
Polite-humble
10 Brotherhood spirit 10 Calm-cautious
11 World at peace 11 Kind-helpful
12 National security 12 Courageous
13 Mature love 13 Broadminded, open-minded
14 Low values 14 Fun-loving, humorous
Religious-spiritual life
15 A world of beauty 15 Educated
16 Social relation 16 Low values
Contented
17 Social recognition 17 Forgiving
18 An exciting life 18 Imaginative-creative
19 Pleasure 19 Loving-affectionate
20 Status-wealth 20 Clean-neat
21 Ambitious-hardworking
22 Interdependent, mutually helpful
23 Obedient-respectful
2.14 Summary
This chapter addressed the broad theoretical framework in which this study was
undertaken both from the value systems as defined in Komin’s (1990a) study which were
tested in 1981 and 1987, and by this study in 1999. Both the data from Komin and this
study did not address values as portrayed within Thai entertainment soaps.

44
Although it would have been preferable to compare values as portrayed within popular
entertainment soaps and compare those values to the values as identified by Komin, this
study’s methodology involved charting the differences in rankings between Komin’s 1987
study and Payap University students who viewed television over a three month period.

45
Chapter Three
Methodology
3.1 Delineation of the study
3.1.1 Population
The population of Thailand was 61,683,504 in 1999 when the majority of the data was
collected. Males totaled 30,581,045 and 31,102,459 were female (US Bureau of the
Census 1999). Education has always been an important part of the Thai monarchy and
a compulsory education law was enacted in 1921. By 1983 it was estimated that 99.4%
of children between the ages of 7 and 12 attended primary school. Adult literacy
reportedly was more than 85.5%. By the late 1980s, the country had 13 public
universities, three institutes and about 40 private colleges, one of which is Payap
University in the northern city of Chiangmai. The vast majority of Thai students attend
the public universities while schools like Payap University cater to upper middle class
students (Vargo 2000). Payap University has 9,000 full time students studying in
Accountancy, Finance and Banking, Business Administration, Economics, Humanities,
Law, Nursing, Science, Social Science and Theology at the undergraduate level. Payap
offers masters level degrees in Business, Linguistics, Teaching English as a Foreign
Language, Divinity and Philosophy and Christianity. Payap was founded in 1974 by the
Church of Christ in Thailand but the majority (over 80%) of students are Buddhist and
only a few of the instructors are Christians.

46
3.2 Sample
3.2.1 Accuracy of the Sample
The sample was chosen based on a simplified randomized sampling basis following
accepted research design methodologies (Leedy & Ormrod 2001:196). Although it is the
least sophisticated of the random sampling designs, it was not feasible in the context to
conduct a stratified random sampling design as the only way to interact with 400
students was to strategically place the research assistants in two key areas: the central
plaza of the university and the student center. The sample of 235 returned
questionnaires represented only a .026% of Payap’s student population at that time.
3.2.2 Demographic profile of sample
Of the 235 questionnaires returned, 24% were male and 76% female which does not
accurately represent the published male/female ratios of Thailand as a whole. No
accurate data is available regarding the male/female ratio other than discussions with
faculty that the women out numbered the male students by several percent.
3.2.3 Type of study
The research methodology selected for this study is the normative survey method.
According to Leedy and Ormrod (2001), this methodology is employed by the researcher
to process the data collected by observation. The observation can be ‘extended’ by
various means including the questionnaire as well as the indepth interview or focus
groups and by further extension the diary (ibid). Three instruments were created for the

47
study: a 75-item questionnaire, media diaries, and the Thai value survey. Focus groups
were intended but could not be implemented due to the end of Payap’s term.
3.3 Data gathering methods
3.3.1 Questionnaire
Four hundred questionnaires were prepared in consultation with a Thai research helper.
These were distributed randomly by four student research assistants on the Payap
University campus in Chiangmai, Thailand. The research assistants were instructed to
offer a questionnaire to every fifth student who was told that the university was
conducting a study. All questionnaires were self-administered. Two hundred thirty-five
were returned within two days to boxes placed in locations near where the students
received them. The goal of the questionnaire was to
1. develop a basic demographic understanding of students at Payap University
and
2. their TV viewing habits.
These questionnaires provided baseline demographics of the students that included:
income, occupation of parents, age, sex and major as well as the number of computers,
mobile phones, television, video cassette recorders, etc in their home as well as in their
university dormitory to determine media access. Genre of television programming was
identified and a range of time television was normally watched. A Thai student at Liberty
University coded the questionnaires (See Appendix One for the final English version and

48
the Thai language questionnaire). This data was input into SPSS and a frequency
analysis computed according to various categories.
3.3.2 Media diaries
The last answer on the questionnaire was to invite the students to be part of the media
diary phase of the research. The goal of this second phase was to find 30-40 students
or 10% of the non-stratified randomly distributed questionnaire to fill out the media
diaries to track their television viewing habits. Twenty-nine agreed but only 15
completed the three-month period. It was decided that regular follow-up would be
needed to ensure that the students were continuing with the study. Every two weeks,
one of the research assistants would meet the students in their dormitory complexes,
provide a snack, and conduct an impromptu focus group using the guide provided to
them (see Appendix Two). Every month, the old diary was exchanged for a new one for
a total of three months. A major focus group session was planned at end of the third
month but could not be implemented due to the end of Payap’s school term.
Each returned diary was translated by a Thai student residing in the United States and
hand tabulated into categories following Leedy and Ormrod (2001:150) to determine if
patterns could be identified (see Appendix Three).
3.4 Thai Value Survey (Magriet - this was the name chosen by Komin)
The third phase of the study consisted of the Thai Value Survey adapted for this study
was originally conducted in 1978 and 1987 by Thai researcher Sunatree Komin PhD
(Komin 1990a). Komin’s study stemmed from the need for a systematic measurement of

49
Thai values and value systems in general, and a less-Western bias value measurement
instrument in particular. The Thai value survey consists of two lists of values: one list of
Terminal values, and another list of Instrumental values. Each list is ranked by the
student in order of importance from the most important value to the least important
value. Hence, the procedure provides two hierarchies of value importance (or value
systems) for each respondent – a Terminal value system and an Instrumental value
system.
3.4.1 The two lists of values
Table 3.1 shows the two lists of unranked values in the Thai value survey, which
consists of 20 Terminal values and 23 Instrumental values. The values in each list are
arranged according to Thai alphabetical order (approximately translated in English here).

50
Table 3.1 Thai Values Unranked

1 Brotherhood Spirit 1 Self-controlled, restrained
2 Social recognition 2 Independent
3 A exciting life 3 Responsive to situations, opportunities
4 A comfortable life 4 Contented
5 True Friendship 5 Interdependent, mutually helpful
6 Mature love 6 Capable
7 Religious-spiritual life 7 Calm-cautious
8 Social relation 8 Caring-considerate
9 A world of beauty 9 Loving-affectionate
10 Wisdom-knowledge 10 Forgiving
11 Self-esteem 11 Grateful
12 National Security 12 Ambitious-hardworking
13 Status-wealth 13 Polite-humble
14 Freedom-independence 14 Obedient-respectful
15 Happiness-inner harmony 15 Educated
16 Equality 16 Courageous
17 Success in life 17 Honest-sincere
19 Pleasure 19 Fun-loving, humorous
20 A world at peace 20 Imaginative-creative
21 Clean-neat
22 Kind-helpful
23 Broadminded-open-minded
In both the original Komin (1990a) study and in the present one, each list was printed on
removable gummed label stickers designed to increase reliability (see Appendix One).
Each value is presented in Thai along with short descriptive phrases or definitions in
parentheses. This technique has been proved to be most effective in various attempts to
be a better research tool in that it yields highest reliability because it helps reduce the
respondents memory or attention load in the process of selecting and peeling off
gummed labels in the ranking task (Rokeach 1973). According to Miller (1956) the
number of “chunks” of information that most people can keep in the immediate span of
their attention is the ‘magical’ number of ‘seven, plus or minus two’. The gummed label

51
procedure helps in the ranking process as the respondent progresses he has a smaller
set to search through in deciding what remaining values they will select. The last reason
for success in the gummed label method is that it has a game-like quality to it that most
respondents find interesting and pay more attention to the ranking task.
3.4.2 Payap University sampling
There was no attempt made to disguise the test that was administered to 29 Payap
University students who also agreed to complete the media diary over the three-month
period (Only 15 students completed the diaries). Respondants were told from the very
beginning that was a value survey. They were told of the sincere purpose of the study,
and to erase any suspicion, they could leave out their names. The main instruction to
the respondants was “to arrange the values in order of importance to YOU, as guiding
principles in YOUR life”. As to the exact procedure of test, the respondents are
instructed as follows:
On page one you will see a list of 20 values. Study the list
carefully. Read through the list first. Then pick out one value,
which is more important for YOU. Peel it off and paste it in Box 1
on page 2. Then read over the list of values again, and pick out
the value, which is second most important for you. Peel it off and
paste it in Box 2. Then read over the list of values again, and
pick out the value, which is second most important for you. Peel
it off and paste it in Box 2. Then, do the same for each of the
remaining values. The value, which is the least important for
you, goes in the last box. Work slowly and think carefully. If you

52
change your mind, feel free to change your answers. The labels
peel off easily and can be moved from place to place. The end
result should truly show how you really feel. Alter pasting all 20
values of list one on page one, read through it again for any final
change. When you are finished with list one then proceed to list
two on page 3 and do the same thing as list one”.
After the sample was taken, both Komin and this study employed the SPSS software
program to conduct a variety of analysis including cross-tabulation, frequencies, and
percentages.
3.5 Current study
The current study did not attempt to take education and income into consideration when
analyzing the Thai Values results. The goal in this study was to:
1. Find out basic media usage patterns from a random sample of Thai
University students using a 75-category questionnaire.
2. Determine if the viewing habits noted in the questionnaire were born out
during what ended up being a three-month series of media diaries by at least
7% of the original samples. Each person doing a diary was encouraged to
write a comment next to the program.
3. Conduct the exact same Thai Values survey to the students who did the
diaries and compare the results with Komin’s 1987 study among university

53
youth. Her results from university youth will be compared to this study result
to determine if there was a change over the intervening 12 years. The
present study will attempt to identify general trends in changes in Thai Value
rankings and correlate them to quantity of viewing hours of both western and
Thai dramatic programs.

54
Chapter Four
Results of the research
4.1 Quantitative Data Analysis
Quantitative research measures attitudes experiences and other information that defines
behavior (Snowden 2002). Leedy and Ormrod (2001) narrows down the specific type of
quantitative analysis to ‘descriptive quantitative research’ and that it relates to either
identifying possible correlations between particular characteristics of behavior of the
group targeted for research or simply identifying characteristics of an observed
phenomenon. Either way, descriptive research provides a snapshot of the situation
when the data was collected (Leedy & Ormrod 2001). In this study, a quantitative
questionnaire attempted to identify several behavioral characteristics of a representative
sample of students attending Payap University in Chiangmai, Thailand.
4.1.1 Questionnaire description
A 75-category questionnaire was passed out to a random sample of 400 Payap
University students. Two hundred thirty-five were returned to one of two possible
locations. No assistance was provided and the project was represented as a
communications department research project. A frequency analysis was computed
using the software program SPSS 11.0.

55
4.2 Data results by demographics
4.2.1 Gender
Of the 235 questionnaires returned, 24% were males and 76% females. According to a
discussion with a university educator this was representative of the student body at
Payap University in 1999 (Nattawhut 2000). This is not representative of the country as
a whole as there was near gender parity in public tertiary education (INC – Gender
Profile Thailand…2001). No data was available on gender ratios in the more expensive
private universities at that time.
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4.2.2 Year in school
Fourty-three percent of the respondents were in their third year in university. Only six
were in graduate school, 12 percent in their first year and 17 percent in their second
year.

56
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4.2.3 College majors
Data on college majors was incomplete for unknown reasons. These were unaided
questionnaires that were passed out in a random fashion and collected in boxes placed
in the Communication Arts building and Business Science building. Of the 235 returned
questionnaires (out of 400) 16% were Communication Arts majors, 13% were Business
and the balance spread out among economics, social science, marketing, English, Thai
language and hotel & tourism. This represented 45% while 55% of the respondents did
not answer the question on majors even though they were current students at Payap
University.

57
Table 4.3 College major
Cumulative
Frequency Percent Valid Percent
Valid Communication 38 16.2 Percent 36.2 36.2
Business
Arts 32 13.6 30.5 66.7
Economics 2 .9 1.9 68.6
Social Science 7 3.0 6.7 75.2
Marketing 6 2.6 5.7 81.0
English 6 2.6 5.7 86.7
Thai 4 1.7 3.8 90.5
language
Hotel & Tourism 10 4.3 9.5 100.0
Total 105 44.7 100.0
Missin System 130 55.3
g Missing
Total 130 55.3
Total 235 100.0
4.2.4 Father’s job
The question on father’s job brought in some interesting data. By far the largest
employer was the government at nearly 30%, while the next was a category referred to
as “Seller” at 23%. “Seller” was an unfortunate choice as it can describe anything from a
vegetable vendor on a street corner to the owner of a small store. It is true that “business
owner” represents a larger business but it is not definitive. However, many Thais (Robert
2001) live in small villages, own their own homes and rent “paddy” land to raise rice and
vegetables for sale.

58
Table 4.4 Father's job
Cumulativ
Frequenc Percen Valid e Percen
Valid Government y 69 t 29.4 Percent 29.4 t 29.4
Worker
Manage 9 3.8 3.8 33.2
rStaff 14 6.0 6.0 39.1
University 4 1.7 1.7 40.9
Professor
Engineer 3 1.3 1.3 42.1
Seller 53 22.6 22.6 64.7
Farmer 10 4.3 4.3 68.9
Director 4 1.7 1.7 70.6
Assistant 6 2.6 2.6 73.2
Director
Employer 16 6.8 6.8 80.0
School 7 3.0 3.0 83.0
AdminTeacher
Bank 4 1.7 1.7 84.7
Manager
Business 26 11.1 11.1 95.7
Owner
Other 4 1.7 1.7 97.4
s
Unemployed 1 .4 .4 97.9
Doctor/dentist 1 .4 .4 98.3
N/A 4 1.7 1.7 100.0
State
Total 235 100.0 100.0
Total 235 100.0
4.2.5 Living situation
One key point as far as income is concerned is where the students were living while in
college. There are few college owned dormitories in Thailand in general and at Payap
there were none. However, Thai businessmen typically construct dormitory style
housing with two to three to a room. There are usually no cooking facilities per se, many
students have food brought in. In Chiangmai one can get a meal of rice with vegetables
and meat to serve four people for $2.00. In looking at these dorms, it is clear that the
amount of money each student pays can be reflected in the amenities available in the
dorm. Fifty-five percent of the 235 students lived in the family home while 41% lived in
dormitory housing. Four point three percent did not answer.

59
Table 4.5 Living situation
Cumulativ
Valid Home y 128 t 54.5 Percent 54.5 t 54.5
Dormatory 97 41.3 41.3 95.7
N/A 10 4.3 4.3 100.0
Total 235 100.0 100.0
Total 235 100.0
4.2.6 Mother’s job
The question on “Mother’s job” brought a similar confusion as Father’s job. “Seller” was
the largest category at 36%, while “government worker” was 22%. The next largest
category was “housewife” which does not exclude a part time business. The doctor
category was 4.3% - much higher than the same category for the father’s job (See Table
4.6).
Table 4.6 Mother's job
Cumulative
Valid Government 52 22.1 Percent 22.1 22.1
Worker
Manager 6 2.6 2.6 24.7
Staff 8 3.4 3.4 28.1
Worker
Seller 85 36.2 36.2 64.3
Farmer 14 6.0 6.0 70.2
Director 1 .4 .4 70.6
Asst 5 2.1 2.1 72.8
Director
Employer 12 5.1 5.1 77.9
School 4 1.7 1.7 79.6
Teacher
Bank 2 .9 .9 80.4
Manager
Business 12 5.1 5.1 85.5
Owner
Housewife 23 9.8 9.8 95.3
Doctor/dentist 10 4.3 4.3 99.6
Unemployed 1 .4 .4 100.0
Total 235 100.0 100.0
Total 235 100.0

60
4.2.7 Parents’ income
The parents income section brought a wide spread of responses. Payap University is a
private institution and has a reputation as a “rich persons” college (Nattawhut 2000).
This seems to be born out by the fact that 42% of the respondents had a parental
income of above 22000 Baht or US$550 per month. According to university sources
over 30% of the students receive a large financial aid boost. Many rural Thais (Robert
2001) struggle to have a cash income and may be in debt to large landowners, thus
precluding rural Thai students from attending tertiary institutions like Payap University.
Table 4.7 Parents income
Cumulativ
Valid Under 6000 y 5 t 2.1 Percent 2.1 t 2.1
Baht
6000-6999 1 .4 .4 2.6
Baht
7000-7999 10 4.3 4.3 6.8
Baht
8000-9999 3 1.3 1.3 8.1
Baht
10000-14999 36 15.3 15.3 23.4
Baht
14500-17499 10 4.3 4.3 27.7
Baht
17500-19999 16 6.8 6.8 34.5
Baht
20000-22499 11 4.7 4.7 39.1
Baht
22500-29999 19 8.1 8.1 47.2
Baht
30000-34999 21 8.9 8.9 56.2
Baht
35000-49000 30 12.8 12.8 68.9
Baht
50000-79999 12 5.1 5.1 74.0
Baht
80000- 4 1.7 1.7 75.7
100000
over 100,000 11 4.7 4.7 80.4
Baht
No 46 19.6 19.6 100.0
Answer
Total 235 100.0 100.0
Total 235 100.0

61
4.3 Data Results by Media Consumption Indicators
This study looks at a wide variety of indicators of media consumption. The first is
ownership and access to televisions, mobile phones and other indicators of access to
technology and ready consumption of media whether in the home or in the dormitory. It
is clear that higher income by the parents would relate to more of the gadgets of modern
technology and thus familiarity with television programming.
4.3.1 Television access at home
The first question in this section related to the number of televisions in the parental
households. Twenty-eight percent had at least one set, 38% had more than two
televisions, one percent or two respondents had more than four televisions. Thirty-three
percent did not own sets at home although they still completed the balance of the
questionnaire as they had television access in their dormitory rooms.
Table 4.8 Television access at home
Cumulativ
Valid yes y 66 t 28.1 Percent 28.1 t 28.1
No 78 33.2 33.2 61.3
More than 2 89 37.9 37.9 99.1
TVs
More than 4 2 .9 .9 100.0
TVs
Total 235 100.0 100.0
Total 235 100.0

62
4.3.2 Video cassette recorders
At the same time, the ownership of video cassette recorders in the parental home split
nearly equal (46% versus 46.8%) with seven percent not responding. Less than one
percent had more than one unit at home.
Table 4.9 Video cassette recorders at home
Cumulativ
no 110 46.8 46.8 92.8
2 2 plus 16 6.8 6.8 99.6
N/A 1 .4 .4 100.0
Total 235 100.0 100.0
Total 235 100.0
4.3.3 Cable television connection at home
At the same time, 71.5% stated that they did not have cable connections in their parental
home with only 22% having that connection. Seven percent did not answer.
Table 4.10 Cable television connection at home
Cumulativ
Frequency Percent Valid e Percen
Valid yes 51 21.7 Percent 21.7 t 21.7
no 168 71.5 71.5 93.2
2 plus 16 6.8 6.8 100.0
Total 235 100.0 100.0
Total 235 100.0

63
4.3.4 Cable television connection in dormitory
Of the media availability in dorms, roughly 26% who lived in dorms had cable television
available in the dorm room (See Table 4.11). Thirty-seven percent of the respondents
had a phone in their dorm (See Table 4.12). Nearly 41% had televisions in their dorm
rooms (See Table 4.15), but only 18% had video cassette recorders (VCR) connected to
the sets in their own room (See Table 4.13), while 21% had VCRs connected to the sets
in the dorm living room (See Table 4.14).
Table 4.11 Cable television connection in dorm room
Cumulativ
Valid Yes 62 26.4 Percent 26.4 t 26.4
No 155 66.0 66.0 92.3
N/A 18 7.7 7.7 100.0
Total 235 100.0 100.0
Total 235 100.0
Table 4.12 Phone in dorm
Cumulativ
Valid Yes y 87 t 37.0 Percent 37.0 t 37.0
No 131 55.7 55.7 92.8
N/A 17 7.2 7.2 100.0
Total 235 100.0 100.0
Total 235 100.0
Table 4.13 Video cassette recorder in dorm room
Cumulativ
No 175 74.5 74.5 92.3
N/A 18 7.7 7.7 100.0
Total 235 100.0 100.0
Total 235 100.0

64
Table 4.14 Video cassette recorder in dorm living room
Cumulativ
No 167 71.1 71.1 92.3
N/A 18 7.7 7.7 100.0
Total 235 100.0 100.0
Total 235 100.0
Table 4.15 Televisions in dorm room
Cumulative
Valid yes 96 40.9 Percent 40.9 40.9
no 120 51.1 51.1 91.9
N/A 19 8.1 8.1 100.0
Total 235 100.0 100.0
Total 235 100.0
4.3.5 Telephones
In many countries, the ability to have a telephone is a mark of progress. Among this
group only 36% stated they had one telephone at home, while 42% did not. Twenty-two
percent had two or more phones and one person had more than four phone instruments,
not lines (See Table 4.16).
Table 4.16 Telephones owned at home
Cumulative
Valid Yes 84 35.7 Percent 35.7 35.7
No 98 41.7 41.7 77.4
2-3 52 22.1 22.1 99.6
4 plus 1 .4 .4 100.0
Total 235 100.0 100.0
Total 235 100.0

65
4.3.6 Mobile Phones
Mobile phone usage had not impacted North Thailand at the time of this study (1999).
The cost was still quite high and was generally restricted to businessmen. Sixteen
percent stated that there was one cell phone owned at home, while a large proportion of
75% responded negatively. One person said they had more than four cell phones at
home. Eight percent of the respondents did not answer the question (See Table 4.17).
Table 4.16Mobile
Table 4.17 Mobilephones
phones at home
at home
Cumulativ
Valid Yes y 38 t 16.2 Percent 16.2 t 16.2
No 176 74.9 74.9 91.1
N/A 19 8.1 8.1 99.1
more than 1 .4 .4 100.0
4
Total 235 100.0 100.0
Total 235
4.4 Data results by time and media channel
4.4.1 Channels and frequency of television viewing
This study looked at a variety of indicators of television including frequency of viewing by
time and channel watched. Of the 235 respondents, 80% viewed the government
owned Channel 3, 45% Channel 7, 43% Channel 5, 35% private United Broadcasting
Corporation (UBC-TV) pay channels, 27% Channel 9 and only 6% claimed to watch
Channel 11, a public broadcasting format station available mostly in northern Thailand.

66
Television viewing by channel of those who claimed to have televisions at home and
those who watched television in their dormitories did not vary significantly.
4.4.2 Time of television viewing
In looking at when the students viewed television on a daily basis there was very little
viewing until after 2pm. This was probably due to class schedules. The most popular
television viewing hours during the week was 8-10pm with over 168 students stating that
they normally viewed television during those hours (See Table 4.18).
Table 4.18 Daily television viewing
After Midnight
10pm-12midnight
8pm-10pm
6pm-8pm
4pm-6pm
Time Viewed 2pm-4pm
12pm-2pm
10am-12pm
8-10am
6-8am
0 20 40 60 80 100 120 140 160 180

Students Viewed

67
Weekend viewing tended to be later with 165 claiming to view television from 8-10pm,
125 from 10-12pm and 65 viewing television programs after 12am. Students also
viewed television in the morning with 150 viewing from 10-12 midnight. Nearly 50
viewed television after midnight on the weekend (See Table 4.19).
Table 4.19 Weekend television viewing
10pm-12
6-8pm
Time
2-4pm
10am-12pm
6-8am
0 50 100 150 200
# of Students
4.5 Student specific qualitative data analysis
Qualitative methodology includes several types of more indepth data collection. These
are in-depth interviews which includes discussions over an extended period of time;
focus groups whereby the researcher gathers together a group of individuals that match
the target demographic and holds a discussion on the research topic; community
Interviews whereby the ‘investigator’ asks questions and the answers are reported back
to him (Henrich 2002).
In this part of this study the goal was to have as many students as possible continue on
by tracking; (a) the type of programming, (b) the time they watched and (c) any

68
comments they had on the content. The last form of qualitative data collection was the
Thai value survey adapted for this study. The Thai value study was originally conducted
in 1978 (and again in 1987) by Thai researcher Sunatree Komin PhD (Komin 1990), and
stemmed from the need for a systematic measurement of Thai values and value
systems in general. The Thai value survey consists of two lists of values: one list of
Terminal values, and another list of Instrumental values (See Table 3.1). Each list is
ranked by the student in order of importance from the most important value to the least
important value. Hence, the procedure provides two hierarchies of value importance (or
value systems) for each respondent – a Terminal value system and an Instrumental
value system. Komin (1990a) does not attempt to draw conclusions related to such
factors as television viewing and whether it has an effect on ranking of values.
4.5.1 Data results from the survey contrasted with the media diaries
Of the 29 students who agreed to continue with this phase of the study, 15 of them
completed the diaries for the three months. This phase was started on August 1st but
the Thai student assistants lost track of several students and could not enforce the study
design of three contiguous months (See Appendix Three for the media diary results). In
the sections following, each student is primarily identified by the numeric identifier
related to the media diaries. The secondary numeric identifier is related to the
quantitative data. The Terminal and Instrumental values section is ranked by the
student in order of importance. Each student’s comments listed for each of the western
films they viewed is noted and a brief synopsis of each film is included in Appendix Five.
Comments related to Thai programs are also listed but no titles or synopsis are
available.

69
4.5.5.1 Student 1 (ID1)
Survey results
Student 1 is a 22 year old male in his 3rd year of college. He is a Communications major
and lives at home. His mother finished high school, is a government worker, while his
father has a BA and is a business owner. Their income is under $200 per month and
they do not own televisions, videocassette recorders or have telephone service. In his
survey he claimed to watch TV only in the evenings, to rent videos once per month for a
total of four videos but claims to watch at least five western videos (ID 1). He watched
six western movies, two game shows, a music program, one Chinese soap and five Thai
soaps.
Media diary results
This student listed approximately 30 hours of television viewing over a three-month
period. It appears to dovetail with what he noted on the survey, i.e. eight hours of
western programs, one Chinese soap and a number of Thai soap programs.
Instrumental ranking results
Self-controlled 1
Contented 2
Calm-Cautious 3
Responsive to situations 4
Interdependent 5
Broadminded 6
Responsible 7
Honest-Sincere 8
Polite-Humble 9
Obedient-Responsible 10
Grateful 11
Loving-Affectionate 12
Caring-Considerate 13
Forgiving 14
Kind-Helpful 15

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Fun-Loving 16
Clean-neat 17
Educated 18
Imaginative-creative 19
Capable 20
Independent 21
Courageous 22
Ambitious-hard-working 23
Terminal ranking results
Family Happiness/Security 1
Mature Love 2
True Friendship 3
Religious-Spiritual life 4
Brotherhood spirit 5
Wisdom-Knowledge 6
Success in life 7
Self esteem 8
Happiness-Inner harmony 9
World at Peace 10
Equality 11
Freedom-Independence 12
National Security 13
World of Beauty 14
Comfortable Life 15
Exciting life 16
Social relations 17
Social recognition 18
Pleasure 19
Status-Wealth 20
Comments on western programs
“Movie ‘Idle Hands’: It is a very scary movie(bloody). A gril in it was so pretty too. To
much sex scenes.”
“Rented ‘The Mummy’: Good movie…exciting and funny. A lot of special effects…”
“’Double Team’, Good story, well made.”
“’Tarzan’: cartoon about a guy born in the jungle.”
“’The Lost World’- it was very scary.”
“’Species II’ – about monster – very scary.”

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Comments on Thai dramatic programs
“I watched a Thai soap for the first time, so I did not understand.”
“I watched a Thai soap on Channel 5. It was a fun part, because the female character
was almost drowned.”
“I watched a Thai soap, because it was nearly ended.”
“The Thai soap I’d watched yesterday was ended today. Even though I did not like the
female character of this story, I still watched it, because there were no other choices.
Then I watched another soap, because it was exciting.”
“I watched a Thai soap on Channel 3. I liked Jarune, because she acted very good. I
also watched another Thai soap on Channel 7. I felt that the main character was so
stupid, because he could not tell the difference of a good and bad person.”
4.5.1.2 Student 2 (ID2)
Survey results
Student 2 is a 19 year old male who lives in one of the private dorms that cluster around
Thai universities. His mother finished high school and his father has a BA and is a
school teacher. There was no answer to the income question. They have a phone,
stereo cassette, television, and a video cassette recorder. He watches TV 6pm-
midnight, rents videos once a month and watches five western films on the average. He
viewed three western films, one music and one Chinese soap, two news programs, one
Chinese soap, four Thai soaps and two sport programs.
Media diary results
This student watched/viewed approximately 25 hours of television over the three-month
period. He viewed news programs, cooking programs, six hours of western movies,

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some sporting programs, Thai soaps and a Chinese traditional soap. This is very much
in line with the survey results.
Independent 1
Capable 3
Fun-Loving 4
Grateful 7
Calm-Cautious 8
Polite-Humble 9
Contented 10
Interdependent 11
Responsible 12
Educated 13
Self-controlled 15
Broadminded 16
Kind-Helpful 18
Honest-Sincere 19
Clean-neat 20
Courageous 21
Forgiving 22
Mature Love 2
True Friendship 3
Social relations 5
Wisdom-Knowledge 6
Comfortable Life 7
Success in life 8
Pleasure 10
World of Beauty 11
Self esteem 12
Exciting life 13
Status-Wealth 14
Equality 15

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World at Peace 18
“Rented ‘Species II’ – good movie, it scared me.”
“’Six Sense’ – interesting story but slow and hard to understand.”
“I watched a Thai soap at Channel 7. I liked to watch it because it was nearly ended.”
“The story about pregnant teen that kill herself.”
“The story have much to do with Thai society today. People are not united.”
“Story about ghost. This was a good production.”
4.5.1.3 Student 3 (ID6)
Survey results
This student is a 21-year old male who lives in a dorm. No major noted. His mother
completed primary school, listing her job as “seller” and his father works for the
government. Their income is listed as under $100 per month. He watches TV every
night from 6-midnight, rents four times for a total of 24 videos- five of which are western.
He viewed 9 Thai soaps, four talk shows, five game shows, four western films, and one
each music, news and Chinese soap. He also watched a Japanese cartoon.

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Media diary results
This student viewed over 35 hours in the three month study period. This included 10
Thai soaps, one news program, 13 game and talk shows, two food programs, three
western films, a Japanese cartoon and an educational kids program.
Capable 1
Fun-Loving 2
Independent 3
Grateful 4
Clean-neat 6
Polite-Humble 7
Educated 8
Contented 9
Broadminded 10
Forgiving 12
Courageous 13
Interdependent 15
Kind-Helpful 16
Honest-Sincere 17
Responsible 18
Calm-Cautious 20
Self-controlled 23
Wisdom-Knowledge 1
Mature Love 2
Status-Wealth 4
Success in life 5
Comfortable Life 6
True Friendship 7
Social relations 11
Pleasure 12

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Self esteem 13
World of Beauty 15
Equality 16
Exciting life 17
World at Peace 19
“’Senena’ at dormitory – well performed by Jennifer Lopez. Also made from true story
about Latin singer who died at the age of 23.”
“’The Mummy’ – well performed. Exciting story. Very cool special effect.”
“’Double Team’ – unreal story – I didn’t like it.”
“This soap is about the differences of people in our society (rich, poor, middle class) – I
liked it.”
“Pretty Actress”
“..on Channel 5, because I liked the main character.”
“.. because it was the end.”
“Nice casting. Easy plot to understand. Comedy always help(s) relax their stress.”
“A chic Thai soap. I liked it because of the cute main character.”
4.5.1.4 Student 4 (ID7)
Survey results
Student 4 is a 19 year old female who lives in a dorm. No major noted. Her mother
completed middle school, lists no job and her father has some college and lists his job
as staff. Their income is under $100 per month but they have two phones and more that

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two televisions. She watches TV from 6-midnight every evening, rents tapes two times
per month for a total of 12 videos, five of which are western. By far western films (6) and
Thai soaps (7), a Japanese cartoon, Chinese soap (2) and a smattering of talk, music
and sport programs.
Media Diary Results
This student viewed 23 hours in the two months she participated in the study. This
included three Chinese soaps, eight Thai soaps, one Japanese cartoon, one news show,
three talk/game shows and seven western programs.
Honest-Sincere 2
Responsible 3
Educated 6
Interdependent 7
Self-controlled 8
Capable 9
Polite-Humble 10
Courageous 11
Independent 13
Kind-Helpful 14
Fun-Loving 15
Contented 16
Clean-neat 17
Calm-Cautious 19
Broadminded 21
Forgiving 22
Grateful 23
Comfortable Life 1

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True Friendship 3
Mature Love 4
Wisdom-Knowledge 5
Social relations 6
Exciting life 7
Self esteem 8
Success in life 10
Equality 11
Status-Wealth 14
World of Beauty 15
Pleasure 18
World at Peace 20
“Rent ‘Star Wars’. Very funny movie. They fight with each other and a lot of special effect
in it.”
“’Super Dogs’, it was the dog show. It was so cute. They dogs played basketball.”
“Rent VDO ‘Tarzan’. Good cartoon. Funny, cute and sad, too.”
“Good movie ‘Armageddon’. Good performed. Very exciting.”
“Rent VDO, ‘Big Daddy’, Good movie – funny.”
“American movie, ‘Mummy’. It was fun and exciting movies. Nice scenes choice.”
“It entertained me – it is very stupid sometime, but sometime life is just like that.”
“The story (about a) polygamist in Thai society.”
“The actors and actresses in this soap are very good looking.”
“Last episode of this soap. I liked the main actor. It taught me something about being
diligent and patient.”
“Good story (funny) about a girl and guy falling in love.”

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4.5.1.5 Student 5 (ID10)
Survey results
Student 5 is a 23 year-old female graduate student in Communications. She does not
live in her parent’s home, nor a dorm. Her parents fall into the technical education
category with an income of under $140 per month. Her mother is a government worker
and she did not note here father’s employment. She watches TV every evening, rents
tapes four times per month for a total of 32 tapes, five of which are western. This
student watched four talks shows, three music, one sport, one news, eight western films,
two Thai soaps and a Japanese cartoon.
Media diary results
This student watched/viewed 32 hours in the three month study period. This included
one news show, four music programs, five Thai soaps, six talk shows, one game show,
one Japanese cartoon, one game show and seven western programs.
Grateful 1
Responsible 2
Honest-Sincere 3
Courageous 4
Independent 5
Forgiving 6
Self-controlled 7
Contented 8
Calm-Cautious 10
Educated 11
Kind-Helpful 13
Broadminded 14
Clean-neat 15

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Fun-Loving 16
Polite-Humble 18
Interdependent 19
Capable 23
Success in life 3
Comfortable Life 4
True Friendship 6
Self esteem 7
Equality 9
Social relations 10
World at Peace 11
Wisdom-Knowledge 12
World of Beauty 13
Mature Love 14
Status-Wealth 18
Pleasure 19
Exciting life 20
“Movie, ‘Payback’. Mel Gibson is very handsome. Very exciting story.”
“’Runaway Bride’. I love every movie that Julia Roberts was in. Good romance-comedy.”
“Ch. 3 Movie ‘The Fugitive’ –Good movie, good cast.”
“’Blair Witch Project’ Wasted money. Bad quality. Screen was too shaky.”
“’Never Been Kissed’ – Cool romance-comedy.”
“’There’s Something About Mary’ – Dirty story.”

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“Thai soap – good story, cast. Good custom.”
“Final episode. It taught me to be grateful to others.”
4.5.1.6 Student 6 (ID11)
Survey results
Student 6 is a 20 year old female who lives in a dorm. No major noted. Her parents
education falls into the technical category, the mother a housewife and father a director.
Income is quite low and listed as under $50 per month. She watches TV every evening
and on the weekends. She rents tapes once a month for a total of five – three of which
are western. This student watched 15 Thai soap episodes, four Chinese soaps, five talk
shows, three music, three news, three sport, three western films and a Chinese thriller
movie.
Media diary results
This student viewed 59 hours in the three month study period. This included eight news
shows, four talk, two music, five Chinese soaps, three sport shows, 16 Thai soaps, two
music programs and four western films.
Grateful 1
Educated 2
Self-controlled 3
Responsible 5
Kind-Helpful 6
Honest-Sincere 7
Independent 9

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Interdependent 10
Capable 12
Contented 13
Broadminded 15
Polite-Humble 16
Fun-Loving 17
Calm-Cautious 18
Clean-neat 19
Courageous 21
Forgiving 23
World of Beauty 1
Success in life 3
Comfortable Life 5
Self esteem 6
Mature Love 7
Wisdom-Knowledge 8
True Friendship 10
Status-Wealth 11
Exciting life 13
Social relations 14
Pleasure 15
Equality 17
World at Peace 20
“’My Best Friend’s Wedding’ at 9pm. Good love story. I liked love story.”
“’The Matrix’ at 10pm. It was funny and unbelievable. How can they produce it.”
“American movie, ‘Six Sense’. I liked it. Story about dead people. Felt sorry for them.”

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“It is funny. I liked the main character a lot.”
“Nothing else to watch.”
“This part give you something good to think about driving. Don’t drive too fast and be
very careful when driving. When you hit someone, don’t just run away, you have to be
responsible. It you don’t, you have guilt and fear that follows you for the rest of your life.”
“In this episode, the hero’s son is in the hospital, so the hero has to go there everyday. It
shows how much he loves his son.”
“It’s OK, not good, not bad.”
4.5.1.7 Student 7 (ID12)
Survey results
Student 7 is a 19 year old male Communications major who lives at home. His parents
each have a BA degree, one a bank manager, the other an engineer. The income is
listed as over $250 per month. He watches TV 10-midnight during the week and 8-
midnight on weekends. He rents four times per month for a total of four videos, none of
which are western. A UBC user, he watched 12 western films, several talk shows, music
shows, an American cartoon and a Japanese cartoon, news and sport programs.
Media diary results
This student watched/viewed 47 hours of television over the three month period. This
included three sport, three news, two talk, two Thai soaps, one Japanese cartoon, one
Chinese cartoon, one American cartoon, two music shows and 14 western films.

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Capable 1
Independent 3
Self-controlled 4
Grateful 5
Responsible 7
Honest-Sincere 8
Forgiving 9
Courageous 10
Educated 11
Polite-Humble 13
Kind-Helpful 15
Broadminded 17
Fun-Loving 18
Clean-neat 19
Calm-Cautious 20
Contented 21
Interdependent 22
World at Peace 1
Equality 3
National Security 4
True Friendship 5
Wisdom-Knowledge 9
World of Beauty 10
Mature Love 11
Success in life 12
Comfortable Life 14
Self esteem 15
Social relations 17
Status-Wealth 18
Pleasure 19
Exciting life 20

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“’Pretty Woman’- Julia Roberts was very pretty.”
“Rent VDO ‘Species II’ – It was really scared.”
“’Face Off’ UBC American movie. Good action movie.”
“’Mrs Winterbourne’. I liked this story because it was about a pregnant girl that faces a
lot of problem, but at the end, some body will help her out. This is a comedy drama type
movie with a happy ending. In the movie the characters express love between children
and mom.”
“’Good Morning Vietnam’. I like Robin Williams. He is a great Hollywood star. He’s a disk
jockey (DJ) of American army that established base in Vietnam. This is a drama/war
movie. DJ back at that time has an interesting part of Job. He influence the audience
during the war in several ways.”
“Rent VDO ‘Titanic’. I love it. Good love story.
“Rent VDO ‘Never Been Kissed’. (American movie) – good romantic comedy. Very
exciting story.”
“Rent VDO ‘Payback’. Good action movie. Very exciting and smart.”
“’Great Expectations’. I like Gwyneth Paltrow. This movie is about a girl with a strange
personality. She dresses very modest. She’s hard to understand person in this film.”
“’Vegas Vacation’. This is a comedy movie about a family’s vacation to Las Vegas.
When they arrive there, instead of enjoying the time together, they each go off on their
different way. Dad goes to the casino, mom is crazy about the singer, the son, who is
less that 18 years old, also goes to the casino. Daughter goes to pub and dance.
However, at the end, they got back together and enjoy the real vacation.”
“’Mother, May I sleep with danger?’ This movie is about a mother who tries to stop her
daughter from falling in love with a man who used to be a murderer. This movie shows

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the relationship between mother and daughter. This movie make you think about the
wrong decisions in dating of teenager and the love of the mother.”
“’In Love and War’. I love this movie because of the main actress, Sandra Bullock. She is
a nurse in World War I in Italy. She later falls in love with a man who is a doctor.”
“’The Devil’s Advocate’. I like this movie because of Keanu Reeves. He acts a lawyer.
He is handsome, and has great character. The scene takes place in court. A lawyer is
the one who can makes the result of cases.”
“The story about (a) selfish lady. She performed so real.”
“I liked the actress in the story. She was pretty. It was a good comedy.”
4.5.1.8 Student 8 (ID13)
Survey results
Student 8 is 21 year old female Communications student in her 3rd year. Her mother has
a BA and her father an MA. Both are government workers with an income of over $250
per month. She lives at home, watches TV only 6-8 pm most weeknights, does not rent
videos herself but watches five western films per month.
Media diary results
This diary had few entries. She watched six western films, a game show and a Thai
soap.

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Independent 1
Capable 3
Responsible 4
Educated 5
Grateful 6
Interdependent 7
Broadminded 8
Fun-Loving 9
Polite-Humble 11
Honest-Sincere 12
Kind-Helpful 13
Clean-neat 14
Forgiving 16
Calm-Cautious 18
Courageous 20
Self-controlled 21
Contented 22
National Security 1
World at Peace 3
Self esteem 4
Success in life 5
Wisdom-Knowledge 7
World of Beauty 8
Comfortable Life 10
Equality 13
Mature Love 14
Exciting life 15
True Friendship 17
Social relations 18
Pleasure 19
Status-Wealth 20

87
Comments on western films
“’Practical Magic’. Sandra Bullock and Nicole Kidman. The story about witches who are
sisters and love each other. They are beautiful.
“’Wild Wild West’. Very funny. I liked the cast of the movie.”
“’Pretty Woman’. I liked Julia Roberts. The story about rich man fall in love with prostitute
girl.
“I rent VDO ‘Romeo and Juliet’. I watched it because there was Leonardo DiCapro in it.”
“I watched a Thai soap. The main male character did not act well, I thought.”
4.5.1.9 Student 9 (ID14)
Survey results
Student 9 is a 21 year old female Business major. She lives at home, mother has only a
middle school education and is a government worker while the father has a PHD and is
‘assistant director.’ Their income is listed as over $250 per month. She watches TV 2
hours a day in the evenings, rents videos three times per month for a total of 10 videos,
four of which are western.
Media diary results
This student watched/viewed eight western films, only one Thai soap, one Thai movie,
three music shows, several talk shows, the American sitcom ER. She commented that
she was bored with Thai soaps so watched a Chinese traditional film and has been
watching the Japanese ‘Dragon Ball Z’ since Junior High School.

88
Forgiving 1
Grateful 2
Honest-Sincere 3
Responsible 4
Kind-Helpful 5
Independent 7
Interdependent 8
Contented 9
Educated 10
Polite-Humble 11
Clean-neat 12
Calm-Cautious 14
Broadminded 16
Capable 17
Fun-Loving 19
Courageous 21
Self-controlled 22
Wisdom-Knowledge 2
Success in life 3
Comfortable Life 4
Self esteem 5
True Friendship 6
Status-Wealth 8
Mature Love 9
Equality 11
World at Peace 12
Social relations 15
World of Beauty 16
Pleasure 18
Exciting life 19

89
“’Armageddon’ American movie. Good movie, exciting, scary and sad.”
“I watched a movie ‘Never been kissed’. It was about a woman who was a news
reporter. She disguises herself to be a high school student to get an idea to make a
story.
“Rent American movie ‘Scream 2’. Good, exciting, scary.”
“Rent VDO ‘Speed’ (American). Good action movie, excitingl. Keanu Reeves is very
cute.”
“I watched a movie, ‘Mimie’. It was about a giant roach. It was scary and the movie was
so exciting. I scared of roach ever since.”
“I watched a movie, ‘Payback’. It was an action movie. Mel Gibson was the main
character.”
“I watched ‘Runaway Bride”. It was a romantic mivie and Julia Roberts and Richard
Gere were the main characters.”
“Went to see Thai movie at theatre. I expected it to be scary but it didn’t. They made
pretty good movie story about a wife that (is) faithful to her husband even after death.
Very dramatic. I cried.”
4.5.1.10 Student 10 (ID17)
Survey results
Student 10 is a 19 year old female Communications major and lives at home. She
watches television from 8-10pm on weekdays and 8pm until after midnight on the
weekends. Her parents have a BA degree and are both government workers with an

90
income of under $150 per month. She claims to rent 8 video tapes per month with three
of them being western. Her consumption habits were varied but she said she viewed old
Chinese films, Thai soaps, western films and talk/concert type programming.
Media Diary Results
This student viewed Thai soaps 10 times although commented that at one time it was
“because there was nothing else to watch but listed four western films, six talk shows,
music, news and a Thai comedy show for a total of 17 hours over the three month
period.
Grateful 1
Kind-Helpful 2
Honest-Sincere 4
Self-controlled 5
Educated 6
Polite-Humble 7
Capable 8
Responsible 9
Contented 10
Independent 11
Broadminded 13
Courageous 15
Interdependent 17
Forgiving 19
Clean-neat 20
Fun-Loving 21
Calm-Cautious 22

91
True Friendship 3
Mature Love 4
Success in life 6
Wisdom-Knowledge 7
Self esteem 8
World of Beauty 10
Comfortable Life 12
Equality 13
World at Peace 14
Social relations 15
Status-Wealth 16
Pleasure 17
Exciting life 19
“’Titanic’ – I love the love story.”
“’Wild Wild West’. I like it because it is a good action movie with good fighting scene in it,
and also had a lot of special effect to it.”
“Movie: ‘Operation Dumbo Drop’. The story is about bring elephant back to its village in
the jungle. Story about relationship of human and animal.”
“It was OK. Nothing else to watch.”
“I liked the actor and actress in the story.”
“I rent Thai movie to watch. I liked it a lot. I thought they did pretty well producing and
editing. I wanted Thai people to make a good movies so maybe we can be an
international market.”

92
4.5.1.11 Student 11 (ID5)
Survey results
Student 11 is a 19 year old female economics major in her first year. Her mother has a
primary school education and is a ‘seller’, her father has a BA and works for the
government with an income of under $50 per month. She watches TV late afternoons
during the week and 2-8pm on the weekends. She lives in a dorm, rents tapes once a
week for a total of two tapes, but also notes that she watches five western films per
month.
Media diary results
This UBC (a private satellite channel) watcher viewed four Thai soaps, eight western
films, game, sport and talk shows as well as Dragon Ball Z and another cartoon for a
total of 33 hours over the three month period.
Independent 1
Grateful 2
Interdependent 3
Self-controlled 4
Capable 5
Educated 7
Kind-Helpful 8
Clean-neat 9
Responsible 10
Honest-Sincere 11
Forgiving 12
Courageous 15
Calm-Cautious 17
Contented 18

93
Broadminded 20
Fun-Loving 21
Polite-Humble 22
Mature Love 2
True Friendship 3
Wisdom-Knowledge 4
Exciting life 5
Comfortable Life 7
Self esteem 8
Social relations 9
World of Beauty 12
Pleasure 13
Equality 16
Success in life 17
Status-Wealth 19
World at Peace 20
“I watched ‘My Best Friend’s Wedding’. Julia Roberts is so pretty.”
“’Zinbad’. Story of Zinbad’s adventure.”
“I watched ‘Jurassic Park’. It was interesting story because dinosaur was very real.”
“Watch ‘Spawn’. I didn’t like it much. It was good story, but graphic wasn’t that good.”
“’The Mummy’ 1pm. Good performed. I expect it to be funny but it didn’t.”
“’Men in Black’. The story was too short but it was good. I watch it so many times.”
“’The Haunting’. I just like the actress. She is so beautiful. Story is OK.”

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“About the same old story of people life. The guy was so stupid. Maybe they over
translate from the book to make more sense for some audience group. I liked most
about one of the actress(s) in this soap. She was really good.”
“Good soap. It show(s) different view toward life, and the consequences of the parent
that get too protective with their child which is not good.”
“Good, it looked so real.”
4.5.1.12 Student 12 (ID18)
Survey results
Student 12 is a 22 year old male Communications student in his 3rd year. His parents
education is listed as primary and occupation as seller. Income is under $50 per month.
He lives at home, watches TV 8-10pm weekdays and 2pm-midnight on the weekends.
He rented movies four times per month but did not answer the questions on type of tape
rentals and western programs.
Media diary results
This student viewed five western films spent time each day watching a Thai soap, as
well as three other Thai soaps, three game, and two talk shows for a total of 30 hours.
Independent 1
Grateful 3
Fun-Loving 4
Responsible 5
Contented 6
Calm-Cautious 7

95
Forgiving 10
Interdependent 12
Self-controlled 13
Educated 15
Polite-Humble 16
Clean-neat 18
Capable 19
Honest-Sincere 20
Broadminded 21
Kind-Helpful 22
Courageous 23
Pleasure 1
National Security 3
Self esteem 4
Social relations 6
World of Beauty 8
True Friendship 9
Equality 11
Success in life 12
Mature Love 13
Status-Wealth 14
Exciting life 16
Wisdom-Knowledge 17
Comfortable Life 18
World at Peace 20
“UBC ‘Titanic’. Good love story I watched it so many times.
“’Air Force One’. Good action movie. Very exciting.”
“’Selena’. From true story – very good.

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“’Notting Hill’. Good love story. Good performed.
“’Pretty Woman’. I liked the actor/actress in the movie. I want to be like this actor.”
“I liked it because the acting is good.”
“Comedy soap funny.”
“Actor is good and cute and did a good job impersonating a girl.”
“Comedy soap – actor is very good.”
“Good comedy soap. It helps relax.
“I liked it because it reflects people’s way of life. This soap shows you the result of
everything you did in the past – what you did in the past will reflect in the future.”
“I liked this soap a lot. Gives you a lot to think about and teaches also.”
4.5.1.13 Student 13 (ID9)
Survey results
Student 13 is a 20 year old male Communications student who lives in a dorm. His
mother has a primary education and works as a government worker and his father has a
technical education but no employment is listed. He watches TV from 10-midnight
seven days a week, watches four western films but did not answer the questions about
tape rental.
Media diary results
This student’s diary shows that he watched six western films, one western sitcom, seven
Thai and Chinese soap operas, various sports and some Japanese cartoons for a total
of 41 hours.

97
Educated 1
Honest-Sincere 2
Interdependent 3
Self-controlled 5
Independent 6
Contented 7
Fun-Loving 8
Capable 9
Calm-Cautious 10
Forgiving 11
Broadminded 12
Courageous 13
Responsible 14
Clean-neat 19
Grateful 20
Polite-Humble 22
Kind-Helpful 23
Self esteem 1
Wisdom-Knowledge 3
National Security 4
Social relations 5
True Friendship 6
Status-Wealth 9
Success in life 10
World at Peace 12
Equality 13
Pleasure 14
Comfortable Life 15
Mature Love 16
Exciting life 17
World of Beauty 20

98
“’Lolita’. This is the movie that the actress is very young and sexy. Emphasize about love
and trick. If you have love, you should not have misunderstanding. Comments: Bad
acting. Too much immorality.”
“’Speed’. (American movie). I liked this movie because the main actor. I watched it so
many times.”
“’The Mummy’. The movie was very good. It had a lot of special effects to it. The location
of the scene in the movie was good.”
“’Pretty Woman’. I liked the movie because Julia Roberts is pretty. Richard(Gere) is too
old but over all the story is good.”
“’Deep Impact’. (American movie) It was violence in the movie that made it exciting. I like
it.”
“Panic Room’ This is a movie that can’t find out who is the killer. But at the end, the
heroine turn out to be a killer to protect herself. Very long movie, too long, very stress,
and I feel so sleepy.”
“The story was about a selfish lady.”
“Thai romance movie – I liked Thai actor and the Thai scene. This is a story about true
love – well presented about Thai culture. Good pick for locations.”
“I liked Thai soap. There were a lot of good actors and actresses.”
“Thai soap about a girl that likes a guy but never lets him know. She was very nice to the
guy, even though he was very mean to her.”
“Interesting story about love, and there were a lot of actors and actresses.”
“I liked it.”

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4.5.1.14 Student 14 (ID15)
Survey results
Student 14 is 21 year old male Business major in his 4th year. His parents both have a
BA but are listed as seller with an income of under $50 per month. He lives at home,
watches TV 6-midnight daily, 10am – 2pm and 6pm until after midnight on the
weekends. He rented 10 videos during three visits to the video parlour and four of them
were western videos.
Media diary results
This student viewed seven western films, four news shows, three sports, and two each
music, talk and Chinese soap programs for a total of 37 hours.
Honest-Sincere 1
Grateful 2
Kind-Helpful 3
Polite-Humble 4
Self-controlled 6
Independent 7
Interdependent 8
Responsible 9
Contented 11
Calm-Cautious 12
Forgiving 14
Courageous 16
Broadminded 18
Fun-Loving 19
Capable 21

100
Educated 22
Clean-neat 23
Comfortable Life 1
Wisdom-Knowledge 2
Success in life 3
True Friendship 6
Mature Love 7
Self esteem 8
Social relations 9
World of Beauty 12
Equality 14
Status-Wealth 15
World at Peace 17
Exciting life 19
Pleasure 20
“’Thin Red Line’. Similar to Saving Private Ryan.
“’I Still Know what you did last summer’. Very interesting story/suspense. You don’t know
who is the killer. Actor is handsome.
“’Phenomenon’. Watch it many times. I like John Travolta. I love the story line.”
“’Dying Young’. I like the script of the actor. Thai people always think that in order to
have a good movie, you need tons of money.”
“’Payback’. I like action movie.”
“I feel so sorry for the actress. Her acting is excellent. The actor is excellent. The actor is
good. He always listen to his Mom and always pick the actress.”

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“This is the end part of the soap. Happy ending. Everyone understand one another and
accept one another.”
“About mother – story that praise mother.”
4.5.1.15 Student 15 (ID19)
Survey results
Student 15 is a 19 year old male Communications major in his 2nd year. His parents
both have a middle school education, do not list their employment and have an income
of under $100 per month. He lives at home, watches TV daily from 6-8 pm and on the
weekends from 10 to midnight. He rents tapes four times a month for a total of eight
tapes, five of which are western.
Media diary results
This student viewed eight western films, nine Thai soaps, three Chinese soaps, two
music and one each game, several news shows and sport programs for a total of 44
hours.
Honest-Sincere 1
Fun-Loving 2
Independent 3
Clean-neat 4
Responsible 5
Polite-Humble 6
Educated 7
Interdependent 8
Kind-Helpful 9
Grateful 10
Courageous 13

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Broadminded 14
Forgiving 17
Self-controlled 19
Calm-Cautious 21
Capable 22
Contented 23
Success in life 3
Comfortable Life 4
Self esteem 5
World of Beauty 7
Mature Love 8
Exciting life 10
Equality 11
Pleasure 12
Social relations 14
Wisdom-Knowledge 15
True Friendship 16
Status-Wealth 18
World at Peace 20
“Rent VDO: ‘Payback’. Good movie, exciting, the main character was very smart.”
“’Independence Day’. Big and famous movie. Have lots of special effects. Opinion: If
there’s a problem and you try to solve it, it will eventually be solve.”
“Rented VDO, ‘Wild Wild West’ at 3pm. Good story and cast.”
“Rented ‘Scream’. Very scared, it made me curious.

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“Story about the classes of people in Thai society. You can’t really say that rich and
educated are nice people or that people came from nice parent will turn out good also.”
“Story was about being grateful to others.”
“I’m so overwhelmed with the actor because he loves his friend.”
“The story abour murdering and fighting. It was so exciting.”
“The actor is very stingy, save too much; not a good way to save money.”
“The main actress performed very well.”
“Thai movie - Good love story, make a lot of money even though it only been in the
theatre for 10 days.”
“Stupid story.”
“I love the actor because he is very grateful.”
“Stupid story again.”
4.6 Summary
4.6.1 Media diary summary
Table 4.20 is a summary of television viewed collated from the three-month process.
Certainly the largest genre viewed was western programs with the average student
viewing 6.6 programs for a total of 10.3 hours; Thai soaps was next with 6.3 programs
and 6.3 hours; Talk shows – 2.5 programs and 2.5 hours; Chinese programs – 2
programs and 3.13 hours; Specials – 2.4 programs and 2.4 hours; Music programs – 2.3
programs and 2.3 hours; Sports – 1.73 programs and 1.73 hours; News – 1.66 programs
and 1.66 hours; Thai movies - .27 programs and 16 minutes each; Education - .13
programs and 8 minutes each. None of the students viewed religious programs.

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The average student viewed 27.5 programs and 34.5 hours over the three-month data
collection period. The highest number of programs viewed was 47 and 59 hours. The
lowest was 8 programs viewed with a total of 14 hours.
Table 4.20 Summary of television genre viewed by students from media dairy data
collection
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Total
Genr P/ P/ P/H P/ P/ P/ P/ P/ P/ P/ P/ P/ P/ P/ P/ Prog/
e H H H H H H H H H H H H H H hours
West 5/ 3/ 3/ 6/ 7/ 3/ 15/ 6/ 13/ 3/ 8/ 5/ 7/ 8/ 8/ 103/

ern 8 5 5 9 11 5 23 9 20 5 12 8 11 12 12 155
Thai 7/ 4/ 10/ 8/ 2/ 17/ 3/ 1/ 2/ 9/ 4/ 8/ 6/ 5/ 9/ 95/
Soap 7 4 10 8 2 17 3 1 2 9 4 8 6 5 9 95
Thai 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 1/ 1/ 0/ 0/ 1/ 0/ 0/ 4/
Mov 0 0 0 0 0 0 0 0 2 2 0 0 2 0 0 8
News 4/ 4/ 1/ 1/ 1/ 8/ 1/ 0/ 0/ 0/ 1/ 1/ 1/ 5/ 1/ 25/
4 1 1 1 1 8 1 0 0 0 1 1 2 5 1 25
Chin 1/ 1/ 1/ 4/ 1/ 6/ 2/ 0/ 3/ 1/ 1/ 1/ 1/ 2/ 4/ 31/
Prog 2 2 2 6 2 9 3 0 5 2 2 2 2 3 6 47
Gam 3/ 1/ 8/ 2/ 2/ 0/ 0/ 1/ 1/ 0/ 2/ 1/ 1/ 0/ 1/ 23/
e 3 1 8 2 2 0 0 1 1 0 2 1 1 0 1 23
Music 3/ 1/ 2/ 1/ 2/ 2/ 2/ 0/ 3/ 5/ 1/ 1/ 7/ 2/ 3/ 35/
3 1 2 1 2 2 2 0 3 5 1 1 7 2 3 35
Spec- 4/ 4/ 4/ 0/ 4/ 2/ 1/ 0/ 1/ 4/ 3/ 5/ 0/ 1/ 3/ 36/
ials 4 4 4 0 4 2 1 0 4 4 3 5 0 1 3 36
Sport 0/ 0/ 0/ 0/ 1/ 4/ 3/ 0/ 2/ 1/ 3/ 0/ 7/ 4/ 1/ 26/
s 0 0 0 0 1 4 3 0 1 1 3 0 7 4 1 26
Educ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 2/ 0/ 2/
0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 2
Relig 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Talk 0/ 2/ 4/ 2/ 4/ 5/ 4/ 0/ 1/ 6/ 0/ 2/ 2/ 3/ 3/ 38/
0 2 4 2 4 5 4 0 1 6 0 2 2 3 3 38
Total 23/ 20/ 33/ 24/ 24/ 47/ 31/ 8/ 27/ 30/ 23/ 24/ 33/ 32/ 33/ 412/
Prog/ 30 25 35 23 32 59 47 14 37 34 33 30 41 37 44 521
hrs

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4.6.2 Thai values survey summary
The results of the Thai values surveys were broken down into High Values, Medium
Values and Low Values on Komin’s 1987 survey and the previous 1978 rural survey.
The purpose of this aspect of the study was to determine if there has been a shift in the
Thai Values (Komin 1990a) among university students with high media consumption
habits.
The results ranked in Table 4.21, Grateful, Independent and Honest-sincere as high
Instrumental values and Imaginative-creative, Self-controlled and Ambitious-
Hardworking as the lowest of the Instrumental values.
Table 4.21 Instrumental values results

High Values
Grateful 1
Independent 2
Honest-Sincere 3
Responsible 4
Obedient-Respectful 5
Polite Humble 7
Interdependant 8
Medium Values
Capable 9
Calm-Cautious 10
Kind-Helpful 11
Educated 13
Broadminded 14
Forgiving 15
Low Values
Courageous 16
Contented 18
Clean-Neat 19
Fun-Loving 20
Self-controlled 22
Ambitious-Hardworking 23

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In Table 4.22 Family-happiness, Success in Life and Freedom-Independence ranked at
the top of the Terminal values. Social Recognition, Brotherhood Spirit and Religious-
Spiritual Life ranked as the lowest of the Terminal values.
Table 4.22 Terminal values results

High Values
Family Happiness 1
Success in Life 2
Social Relations 4
Wisdom-Knowledge 5
True Friendship 6
Self-Esteem 7
Medium Values
Happiness-Inner Harmony 8
World at Peace 9
Equality 10
World of Beauty 11
Mature Love 13
Low Values
Comfortable Life 14
Exciting Life 15
Status-Wealth 16
Pleasure 17
Social Recognition 18
Brotherhood Spirit 19
Religious-Spiritual Life 20

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Chapter Five
Interpretation of the research
5.1 Summary of the methodology utilized
This research project utilized both a quantitative and a qualitative methodology. In first
developing the 75 question survey and administering it to 400 Payap University it was
hoped to collect basic demographics such as age, sex, parents education, income and
jobs, what television channels were viewed and what type of programs the students
viewed. With the questions related to the time they viewed television and videos as well
as the type of technology (televisions, video cassette recorders, mobile phones, pagers,
etc) both at home and in their university dormitories it was hoped to gather some
psychographic/lifestyle information.
There were two types of qualitative data collected. Student volunteers from the
quantitative questionnaires agreed to chart their television and video viewing habits for
three months using media diaries. Dormitory coordinators were paid to contact the
participants on a weekly basis and discuss what was viewed (See Appendix Two for
detailed information given to the dormitory coordinators, the focus group discussion
guide for their use during these meetings). The purpose of the media diaries was to
have a more detailed snapshot of these student’s media habits and hopefully what they
were thinking and feeling. The dormitory coordinators did not conduct the focus groups
as planned, thus restricting the levels of the qualitative data.

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The last methodology utilized was to give the students a survey that measured terminal
and instrumental values using the same instrument developed by Komin (1990a). (See
section 2.11 in Chapter Two for a detailed discussion). These Thai Values were
developed by Komin in an attempt to identlfy a ranking of values that influenced the Thai
people.
5.2 Analysis of the quantitative data
5.2.1 Data analysis by demographics
Four hundred questionnaires were passed out to a random sample of Payap University
students. Two hundred thirty-five were returned to boxes placed on campus. There was
no completion assistance provided.
Gender: Twenty-four percent were male and 76% female. This was representative of
the Payap student body that year (1999) according to discussions with key university
faculty (Nattawhut 2000).
Year and major: Forty seven percent of the students were in their third year of
university, while 11% and 17% were first and second year respectively. Twenty-two
percent were in their fourth year and less than 1% graduate students. College major
data was incomplete. Sixteen percent were communication majors, 32% Business, and
the balance were spread out among six majors. Fifty-five percent of the respondents did
not answer this question.

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Parent’s data: By far the largest employer listed was the government, 29% for the father
and 22% of the mother’s job. The next is seller 22% and 36% respectively. Seller was
an unfortunate choice as it can mean anything from vegetable vendor to the owner of a
small store. Forty-two percent listed their parent’s income as over US$550 per month.
What this data does not address is cash income versus official income and the fact that
a student may have an inaccurate perception of their parent’s income.
5.2.2 Data analysis by media consumption indicators
In the parental home, 28% had at least one television set, 38% two or more and 1%
more than four televisions. Thirty-three percent do not own sets and 46% had video
cassette recorders (VCR) in their home while 46.8% did not. Less than 1% had more
than one VCR in the home and 7% did not respond. Only 22% had cable television at
home while 71% did not and 7% did not answer. Thirty-five percent had telephone
service at home while 42% did not. A very small portion of the respondents had mobile
phones because in 1999 mobile phones had not become as popular and inexpensive as
they are in 2003. As an indicator of more expensive dormitories, the question of media
availability was surveyed. Nearly 41% had cable connected television sets available in
their rooms while only 18% had video-cassette recorders connected in their rooms while
21% had them in the dorm living rooms. Thirty-seven percent had phones in their
individual rooms.
5.2.3 Data analysis by time and channel viewed
It is interesting to note that 80% of the respondents viewed the government owned
Channel 3, 45% Channel 7, 43% Channel 5, 27% Channel 9, while 35% claimed to view

110
the private UBC-TV channels and only 6% viewed Channel 11, the public broadcasting
format station available mostly in northern Thailand.
There was very little viewing of television before 2pm during the week – probably due to
class schedule. Less than 10% viewed television before 10am. The most popular time
of viewing during the week was 8-10pm. One hundred sixty eight students said they
normally viewed during that time. Weekend television was different. Viewing started at
8am with just under 50 students, peaked at 10am with over 150 students viewing. At
4pm there was another peak of about 120 viewers. By 9pm viewership had risen to over
155 and tapered off to 65 still viewing after midnight.
5.2.4 Data analysis of types of programming viewed
The viewing comparison by genre results presented some interesting comparisons.
From the media diary results, western television occupied 34.07% of the time reported
on the media diaries. On the quantitative survey, 56% viewed the genre while 64%
rented western videos. Thai soaps occupied the second largest block of time of 20.88%
as reported in the media diaries. Sixty seven percent viewed Thai soaps as reported in
the quantitative survey with 9% renting. Twenty six percent viewed Thai movies but only
10% rented while only .015% of the time spent viewing television was spent viewing Thai
movies. There is an apparent conflict between what the students said they viewed in the
quantitative analysis and what they actually viewed when they completed the media
diaries.

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Table 5.1 Viewing comparison Quantitative Media diary results

by genre results
Genre TV Rented Diary % of time viewed
Western programs 56% 64% 34.07%
Thai Soaps 67% 9% 20.88%
Thai movies 26% 10% 1.32%
News 80% N/A 5.93%
Chinese programs 65% 17% 10.55%
Game shows 64% 2% 5.05%
Music concerts 56% 4% 7.69%
Specials 33% 8% 8.58%
Sports 28% N/A 5.49%
Educational 19% 0.4% 0.44%
Religious (Buddhist) 3% N/A 0%
5.3 Analysis of the qualitative data
5.3.1 Analysis of the media diaries
The media diaries did add information on the type of programming preferred by the
viewers. Table 5.1 lists the comparison be genre of programming viewed by the
students. Data from the media diaries only represents 15 students who were self-
selected to continue after the quantitative portion of the research.

112
Table 5.2 Summary of television genre viewed by student from media dairy data collection
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Total
Genre P/ P/ P/H P/ P/ P/ P/ P/ P/ P/ P/ P/ P/ P/ P/ Prog/
H H H H H H H H H H H H H H hrs
Western 5/ 3/ 3/ 6/ 7/ 3/ 15/ 6/ 13/ 3/ 8/ 5/ 7/ 8/ 8/ 100/

(American) 8 5 5 9 11 5 23 9 20 5 12 8 11 12 12 155
Thai 7/ 4/ 10/ 8/ 2/ 17/ 3/ 1/ 2/ 9/ 4/ 8/ 6/ 5/ 9/ 95/
Soaps 7 4 10 8 2 17 3 1 2 9 4 8 6 5 9 95
Thai 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 1/ 1/ 0/ 0/ 1/ 0/ 0/ 3/
Movies 0 0 0 0 0 0 0 0 2 2 0 0 2 0 0 6
News 4/ 4/ 1/ 1/ 1/ 8/ 1/ 0/ 0/ 0/ 1/ 1/ 1/ 5/ 1/ 29/
4 1 1 1 1 8 1 0 0 0 1 1 2 5 1 27
Chinese 1/ 1/ 1/ 4/ 1/ 6/ 2/ 0/ 3/ 1/ 1/ 1/ 1/ 2/ 4/ 29/
Programs 2 2 2 6 2 9 3 0 5 2 2 2 2 3 6 48
Game 3/ 1/ 8/ 2/ 2/ 0/ 0/ 1/ 1/ 0/ 2/ 1/ 1/ 0/ 1/ 23/
3 1 8 2 2 0 0 1 1 0 2 1 1 0 1 23
Music 3/ 1/ 2/ 1/ 2/ 2/ 2/ 0/ 3/ 5/ 1/ 1/ 7/ 2/ 3/ 35/
3 1 2 1 2 2 2 0 3 5 1 1 7 2 3 35
Specials 4/ 4/ 4/ 0/ 4/ 2/ 1/ 0/ 1/ 4/ 3/ 5/ 0/ 1/ 3/ 36/
4 4 4 0 4 2 1 0 4 4 3 5 0 1 3 39
Sports 0/ 0/ 0/ 0/ 1/ 4/ 3/ 0/ 2/ 1/ 3/ 0/ 7/ 4/ 1/ 26/
0 0 0 0 1 4 3 0 1 1 3 0 7 4 1 25
Educational 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 2/ 0/ 2/
0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 2
Religious 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/ 0/
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 27 18 29 22 20 42 27 8 26 24 23 22 31 29 30 378
Prog/ --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- ----
hrs 31 18 32 27 25 47 36 11 39 28 28 26 38 34 36 455
In Table 5.2, it appears that the largest genre preferred by the students was western
television with 100 programs and 155 hours of their time diaried watching either western
television on Thai channels or renting movies. This is compared to 56% watching
western programming on television and 64% renting western television from the 235
sample quantitative survey. The next highest preference was for Thai soaps with 95
programs and 95 hours spent viewing this genre. This is compared to 67% watching
Thai soaps on television and 9% renting Thai soaps from the 235 sample quantitative
survey. From these highest ranked genres the percent of time listed in the diaries
dropped to three programs and six hours viewed for Thai movies, news (29 programs
over 27 hours), Chinese programming (29 programs over 48 hours), game shows (23
hours over 23 hours), music concerts (35 programs over 35 hours), specials (36

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programs over 39 hours), sports (26 programs over 25 hours), educational (two
programs over two hours) and religious programming (none).
5.4 Analysis of the Thai Values results
The analysis of the Thai Instrumental and Terminal values involves a comparison of the
composite rankings of Komin’s (1990a) 1987 study and this present one conducted in
late 1999. There are a number of significant similarities for both the instrumental and
terminal values. Komin (1990:57) created a hierarchy in her ranking process. Values
that were ranked in the top eight were considered of high value. Those ranked from 16-
23 in the Instrumental values were low values. (See Table 5.3 and 5.4).
Table 5.3 Thai Instrumental Values 1987 1999

Ranking Ranking
All composite ranked
Self-controlled, restrained 7 22
Independent 1 2
Responsive to situations, opportunities 4 17
Contented 16 18
Interdependent, mutually helpful 22 8
Capable 8 9
Calm-cautious 10 10
Caring-considerate 6 6
Educated 15 13
Forgiving 17 15
Grateful 5 1
Courageous 12 16
Imaginative-creative 18 21
Honest-sincere 3 3
Ambitious-hardworking 21 23
Kind-helpful 11 11
Loving-affectionate 19 12
Responsible 2 4
Clean-neat 20 19
Polite-humble 9 7

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Fun-loving, humorous 14 20
Obedient-respectful 23 5
Broadminded, open-minded 13 14
In Table 5.3 Thai Instrumental Values, Independent, Honest-sincere, Capable, Caring-
considerate, Responsible were all ranked nearly the same as high values between the
1987 and 1999 studies. Major changes include the ranking of Self-controlled, restrained
from 7 in 1987 to 22 in 1999. Responsive to situations, opportunities dropped from a
rank of 4 in 1987 to 17 in 1999. However, Interdependent, mutually-helpful’s rank
increased from 22 in 1987 to 8 in 1999 and Obedient-respectful changed from 23 in
1987 to 5 in 2000. Rankings that were ranked as a medium or low value and remained
approximately the same were Calm-cautious, Educated, Forgiving, Courageous,
Imaginative-creative, Ambitious-hardworking, Loving Affectionate, and Clean-neat.
Table 5.4 Thai Instrumental Values with values 1999 Ranking only
stratified
HIGH VALUES
Grateful 1
Independent 2
Honest-sincere 3
Responsible 4
Obedient-respectful 5
Caring-considerate 6
Polite-humble 7
Interdependent 8
MEDIUM VALUES
Capable 9
Calm-cautious 10
Kind-helpful 11
Loving-affectionate 12
Educated 13
Broadminded 14
Forgiving 15
LOW VALUES
Courageous 16
Contented 18

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Clean-neat 19
Fun loving 20
Self-controlled 22
Ambitious-hardworking 23
In Table 5.4 Thai Terminal values Success in life, Family happiness-security, Freedom-
independence, Happiness-inner harmony, Self-esteem, and True fellowship ranked
nearly the same as high values. The only major changes were a comfortable life with a
ranking of 6 in 1987 to 14 in 1999. There were no major differences in the medium and
low rankings. Brotherhood spirit ranking changed from 10 in 1987 to 19 in 1999.
Table 5.5 Thai Terminal Values 1987 1999

1987 compared to 1999 studies Ranking Ranking
Brotherhood spirit 10 19
Social recognition 17 18
A exciting life 18 15
A comfortable life 6 14
True friendship 4 6
Mature love 13 13
Religious-spiritual life 14 20
Social relation 16 4
A world of beauty 15 11
Wisdom-knowledge 9 5
Self-esteem 3 7
National security 12 12
Status-wealth 20 16
Freedom-independence 5 3
Happiness-inner harmony 7 8
Equality 8 10
Success in life 1 2
Family happiness-security 2 1
Pleasure 19 17
A world at peace 11 9

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Table 5.6 Thai Terminal Values with values 1999 Ranking only
stratified
HIGH VALUES
Family Happiness 1
Success in life 2
Freedom-independence 3
Social relations 4
Wisdom-knowledge 5
True Friendship 6
Self-esteem 7
MEDIUM VALUES
Happiness-inner harmony 8
World at peace 9
Equality 10
World of beauty 11
National security 12
Mature love 13
LOW VALUES
Comfortable life 14
Exciting life 15
Status-wealth 16
Pleasure 17
Religious-spiritual life 20

117
5.5 Integrating the data sources and results from the perspective of the
research questions
This study was an attempt to determine if increased viewing of western television
caused a change in the Thai value rankings determined by the 1987 Komin study.
5.5.1 Student comparisons
- Male students
Two male students were chosen from those who completed the media diaries. Student
2 is a 19-year-old male who lives in the dorms. His parent’s income was not listed and
their education did not exceed a BA. He viewed the least amount of television with a
total of 20 programs and 25 hours viewed. Only 3 of the programs were western for a
total of 5 hours. He viewed 4 hours of Thai soaps. The balance of his viewing was
spread out over the remaining genres with the largest portion being specials.
Student 7 is a 19-year-old male who lives at home. His parent’s income is listed as over
$250 per month and both parents hold a BA degree. He viewed the most amount of
western television with a total of 15 programs and 23 hours viewed. Total viewing was
31 programs and 47 hours. The balance of his viewing was 3 hours of Thai soaps, 1
hour of news, 3 hours of Chinese programming and 4 hours of talk shows.

118
Table 5.7 Thai Instrumental Values Student 2 Student 7

Student 2 & 7 (low western (high western
television) television)
Independent 1 3
Contented 10 21
Capable 3 1
Calm-cautious 8 20
Educated 13 11
Forgiving 22 9
Grateful 7 5
Courageous 21 10
Honest-sincere 19 8
Kind-helpful 18 15
Responsible 12 7
Clean-neat 20 19
Polite-humble 9 13
Table 5.7 provides a comparison between the Instrumental values of Student 2 and
Student 7. Both students rank Independent, Responsive to situations, Capable, Grateful
and Caring considerate as high values. Student 7 values Self-controlled, Imaginative-
creative, Honest-sincere and Responsible as higher than Student 2. Fun-loving, Loving-
affectionate and Polite-humble were ranked as lower by Student 7. In general, they
ranked Broadminded, open-minded, Kind-helpful, Obedient-respectful, Clean-neat, and
Educated as nearly the same lower rank.

119
Table 5.8 Thai Terminal Values Student 2 Student 7

True friendship 3 5
Mature love 2 11
Self-esteem 12 15
Status-wealth 14 18
Equality 15 3
Success in life 8 12
Pleasure 10 19
Table 5.8 provides a comparison between the Terminal values of Student 2 and Student
7. Both students rank True friendship, Free Independence and Wisdom-knowledge as
high values. There were some major ranking differences. Student 7 ranked A
comfortable life, Mature love, Social relation, Success in life and Pleasure lower than
Student 2. Student 7 also ranked Brotherhood spirit, Religious-spiritual life, and National
security as higher than Student 2.

120
Female students
Two female students were chosen from those who completed the media diaries.
Student 9 is a 21-year-old who lives at home. Her parent’s income is over $250 per
month, the father with a PHD and her mother with a middle school education. She
viewed the most amount of television with a total of 27 programs and 37 hours viewed.
13 of the programs were western for a total of 20 hours. She viewed 2 hours of Thai
soaps. The balance of her viewing was spread out over the remaining genres with the
largest portion being music.
Student 10 is a 19-year-old female who lives at home. Her parent’s income is listed as
over $150 per month and both parents hold a BA degree. She viewed the lesser amount
of western television with a total of 3 programs and 5 hours viewed. Total viewing was
30 programs and 34 hours. The balance of her viewing was 9 hours of Thai soaps, 2
hours Thai movies, 2 hour of news, 3 hours of game shows, 5 hours music shows and 6
hours of talk shows.

121
Table 5.9 Thai Instrumental Values Student 10 Student 9

Independent 11 7
Contented 10 9
Capable 8 17
Calm-cautious 22 14
Educated 6 10
Forgiving 19 1
Grateful 1 2
Courageous 15 21
Honest-sincere 4 3
Kind-helpful 2 5
Responsible 9 4
Clean-neat 20 12
Polite-humble 7 11
Table 5.9 provides a comparison between the Instrumental values of Student 10 (with
low western television viewing) and Student 9 (with high western television viewing).
Both students rank, Grateful, Honest and Kind-helpful as high values. Student 10 values
Self-controlled, Capable, Educated and Polite-humble as higher than Student 9 while
Student 9 values Independent, Caring-concerned, Forgiving, Contented and
Responsible as higher than Student 10. In general, they ranked Responsive to
situations, Courageous and Fun-loving as nearly the same lower rank.

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Table 5.10 Thai Terminal Values Student 10 Student 9

True friendship 3 6
Mature love 4 9
Self-esteem 8 5
Status-wealth 16 8
Equality 13 11
Success in life 6 3
Pleasure 17 18
Table 5.10 provides a comparison between the Terminal values of Student 10 and
Student 9. Both students rank True friendship, Mature love, Wisdom knowledge as high
values. There were some major ranking differences. Student 7 ranked A comfortable
life, Mature love, Social relation, Success in life and Pleasure lower than Student 2.
Student 7 also ranked Brotherhood spirit, Religious-spiritual life, and National security as
higher than Student 2.

123
5.6 Summary
In Table 5.11 and 5.12, the similarities and dissimilarities between the 1987 and 1999
survey are apparent. Komin (1990a & 1990b) clusters the ranking of both instrumental
and terminal values as High values, Medium values and Low values.
Table 5.11 Thai Instrumental 1987 1999 St 2 St 7 St 10 St 9

Total Male Male Female Female
Values (ranking comparisons) Low High Low High

Self-controlled, restrained 7 22 15 4 5 22
Independent 1 2 1 3 11 7
Responsive to situations, 4 17 2 2 23 20
opportunities
Contented 16 18 10 21 10 9
Interdependent, mutually helpful 22 8 11 22 17 8
Capable 8 9 3 1 8 17
Calm-cautious 10 10 8 20 22 14
Caring-considerate 6 6 6 6 18 6
Educated 15 13 13 11 6 10
Forgiving 17 15 22 9 19 1
Grateful 5 1 7 5 1 2
Courageous 12 16 21 10 15 21
Imaginative-creative 18 21 23 12 12 18
Honest-sincere 3 3 19 8 4 3
Ambitious-hardworking 21 23 17 23 16 23
Kind-helpful 11 11 18 15 2 5
Loving-affectionate 19 12 5 16 14 13
Responsible 2 4 12 7 9 4
Clean-neat 20 19 20 19 20 12
Polite-humble 9 7 9 13 7 11
Fun-loving, humorous 14 20 4 18 21 19
Obedient-respectful 23 5 14 14 3 15
Broadminded, open-minded 13 14 16 17 13 16
Table 4.2 lists the ranking for the instrumental values. When compared to Table 5.11
the significant similar or high rankings are: Independent, Grateful, Honest-sincere,
Responsible, Caring-considerate, and Capable. Grateful and Responsible were also
ranked high by the selected students, ID 2, 7, 9, 10. Self-controlled-restrained,

124
Responsive to situations-opportunites were both ranked as a low value by the 1999
survey and a high value by the 1987 survey. Obedient-respectful was valued higher in
the 2000 survey, from 23 in 1987 to 5 in 1999.
In Table 5.12 the significant similar or high rankings are: Family happiness-security,
Success in life, Freedom-independence, Self-esteem, Wisdom-knowledge, True-
friendship, and Happiness-inner-harmony. True-friendship, Wisdom-knowledge,
Freedom-independence, Happiness-inner-harmony, were also ranked high by the
selected students, ID 2, 7, 9, 10. A comfortable life was ranked lower in 1999 from 6 in
1987 to 14 in 1999 while Social relation was ranked high at 4 from a 16 or low rank in
1987.
Table 5.12 Thai Terminal 1987 1999 St 2 St 7 St 10 St 9

Male Male Female Female
Values (ranking comparisons) Low High Low High
Brotherhood spirit 10 19 17 6 11 14
Social recognition 17 18 16 16 20 20
A exciting life 18 15 13 20 19 19
A comfortable life 6 14 7 14 12 4
True friendship 4 6 3 5 3 6
Mature love 13 13 2 11 4 9
Religious-spiritual life 14 20 19 2 9 17
Social relation 16 4 5 17 15 15
A world of beauty 15 11 11 10 10 16
Wisdom-knowledge 9 5 6 9 7 2
Self-esteem 3 7 12 15 8 5
National security 12 12 20 4 18 13
Status-wealth 20 16 14 18 16 8
Freedom-independence 5 3 4 7 5 7
Happiness-inner harmony 7 8 9 8 1 10
Equality 8 10 15 3 13 11
Success in life 1 2 8 12 6 3
Family happiness-security 2 1 1 13 2 1
Pleasure 19 17 10 19 17 18
A world at peace 11 9 18 1 14 12

125
5.7 Analysis
In reviewing the data above, it is apparent that many of the values and their resulting
clustering into high, medium and low rankings by Komin (1990a) were quite similar in
both the 1987 and 1999 study. The significant differences involve two values that Komin
categorizes at “smooth Interpersonal relationship orientation” and are uniquely Thai
values (Komin 1990a:197). These are (1) Responsive to situations-opportunities and (2)
Self-controlled, restrained that are important elements in the Thai “social smoothing”
value and are essentially the ability of “balancing ego, power, and situations that counts,
not ideology, nor even law and order” (Komin 1990a:197). Komin states that these
values “…consistently score high in the cognition of the Thai people regardless of
background and demographic” (ibid:197). Yet, these values dropped from a 4 rank to a
17 rank in Responsive to situations-opportunities and from a 7 rank to 22 rank in Self-
controlled, restrained.
The time-honored Asian value of Obedient-respectful raised in rank from 23 in 1987 to 5
in 1999. Komin’s discussion of this value related to the importance of this social
relationship value over the primacy of task orientation. Achievement is important among
Thais but social relationship and social smoothing must be balanced.
The shifts in ranking mentioned above present a significant shift in values. All three are
in the so-called, “social smoothing values” that the Thai people had ranked high. With
the shift of Responsive to situations-opportunities and Self-controlled, restrained to a
lower rank, one could come to the conclusion that a Thai youth with high western
television exposure might approach certain situations especially related to social
relationships differently. Komin discusses these values as uniquely Thai and not related

126
to the American value system as defined by Rokeash (1968). Obedient-respectful is one
of the “social smoothing values” that Thais as well as other Asians practice. It is not
uniquely Thai.
The two terminal values that shifted were Comfortable life and Social relation. Komin
(1990a) does not discuss Social relation except in the context of Thai achievement/task
orientation. For example, in a forced choice statement of choosing the importance
between "maintaining good relationship" as opposed to "seriously devoted to work",
61.0% of the total national sample perceived "maintaining good relationships" as more
important than "work", with only 15.0% seeing the reverse as more important. The
exception was university students that ranked it as 16. In the present study, the ranking
had shifted to the level of four, right between freedom-independence and Wisdom-
knowledge. Because Komin addresses this value in the light of task orientation, it may
be concluded that Thai students are becoming more relationship oriented due to their
exposure to western values modeled through television viewing.
In reviewing Komin’s (1990a) analysis of her study, Comfortable life ranked higher in the
1987 study as it did among students in the present study. Komin’s (1990a) data have
shown that the Thai are very material possession oriented (Comfortable life is a value
that is oriented to material possessions). They do spend some money on merit-making
according to various religious occasions throughout the year, but they spend much more
on regular basis, for abundance of material possessions. When the national samples
were asked: "When one's life is reasonably comfortable or livable (Pho kin pho chai,
meaning having enough to eat and spend), that should be enough, and there is no need
to continue struggling for more", more than half (63.7%) of the national samples
indicated it is not enough, one should continue to struggle for more (Komin 1990a:193).

127
The shift from 6 to 14 in the 1999 study allows one to draw a possible conclusion that
students are becoming less possession oriented due to exposure to western values
modeled through television viewing.

128
Chapter Six
A critical evaluation of the study
6.1 Introduction
This chapter provides a critical evaluation of the study, a review of the limitations and
suggestions for further research. Because the research was discussed in Chapter Five,
it will not be thoroughly addressed in this chapter.
6.2 Limitations
6.2.1 Organizational limitations
The majority of the shortcomings lie not in the review of literature or even the proposed
methodology, but in the research implementation of the study. Because the researcher
resided in the United States and not Thailand, this project was set up over two summers
in Thailand when the author was consulting in several countries in Southeast Asia. The
questionnaire was designed with the help of a Thai educator who had very little media
experience. The original plan was for him to be the research coordinator in Chiangmai
but his employment changed and he had to relocate further north for 50% of the time.
This change did not occur until early August of the first summer.
The author was not able to visit Thailand again until the next summer to solidify a
scheme with the second research assistant, a professor at Payap University. However,
several things fell into place early in the summer of 1999 that allowed the finalization of

129
the survey questionnaire and its administration. During this summer the 29 students
who agreed to continue with the media diaries were identified and three dormitory
coordinators were hired. The first diaries were distributed on August 1st, 1999 and the
29 students started to keep track of their viewing habits. As each of the three months
were completed, a colleague living in Thailand coordinated with the dorm coordinators
directly because the Payap professor was not responsive to email queries.
At the end of the three months diaries were collected and the Thai Values survey
administered. Twenty-nine surveys were collected but only 15 of these students
completed the diary phase.
Early in January 2000, the author made a visit to Thailand and collected the completed
diaries, surveys and Thai Values surveys. Due to the school term, none of the dorm
coordinators or the professor were available for de-briefing. A Thai student was
available at Liberty University to assist with the translation of all the instruments and it
was not until later in the year that data analysis was started on the quantitative data.
Due to other projects, the Thai translation was not completed until April 2001 and
analysis of the qualitative data could be initiated. Eventually, another Thai student at
Liberty University was retained to both complete the translation and check the work.
This study could not have been done without Thai research assistants but the fact that
the author did not reside in Thailand created a series of problems that weakened the
implementation of the methodology developed for this study.

130
6.2.2 Methodological limitations
The methodological limitations revolve around the few samples from the qualitative data
as opposed to the quantitative. The 400 surveys were distributed using a simplified
randomized sample and represented 4.5% of the Payap student body. Two hundred
thirty-five questionnaires were returned within two days and represented 2.6% of the
student body. Of the 235 students who returned the questionnaires 12% (29) agreed to
continue with the study but only 6% (15) completed three months of the media diaries.
The full 12% (29) completed the Thai Value Survey. Komin (1990a) conducted her 1987
Thai values survey with 923 university student samples while this study was only able to
conduct the same survey to 15 students resulting in a study that is not able to represent
university television viewing habits nor draw conclusions as to the validity of the Thai
values data.
6.3 Recommendations for further research
It is clear from the data that Thai students consume many hours of western television,
much of which is not on Thai broadcast television but on satellite channels and on rented
video-cassettes. Komin (1990a) has developed an instrument that effectively measures
Thai values. Further research in the form of a study and analysis of Thai values should
be undertaken along with a broader quantitative analysis of television viewing behavior
of Thai university students. The increased sampling will allow for a more reliable
analysis of the effects of television on Thai university students.

131
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Appendix One
Research Instruments
Contents Page
English Quantitative Questionnaire
(back translated from Thai version) 139
Original Thai Quantitative Questionnaire 142
Thai Terminal and Instrumental survey Instrument 145
Instrumental 147
Terminal 148

139
Final Questionnaire back translated from Thai

(Translated from the Thai)
1. What School do you attend?

2. What is your year of study? What is your major?
3. Age: Sex?
4. When in school, where do you live? __ Campus Dorm __ Home __ Other
5. What is your parents education?
__ elementary __Jr High School __Senior High School
__ Bachelors __Masters __ PHD
__Diploma __ Certificate __ Other
6. What is your Family income? (Baht)

Less that 6,000 6000 – 6999
7000 – 7999 8000 – 9,999
10000- 14499 14500-17499
17500-19999 20000-22499
22500-29999 30000-34999
35000-49999 50000-79999
80000-100000 Greater than 100,000
No comment
7. Family Member Employment

__ Government worker __ Principal
__ Top Manager __ Supervisor
__ Clerical worker __ Consultant
__ Teacher/headmaster __ Teacher
__ Engineer/Architect __ Banker
__ Business sales __ Business Owner
__ Farmer __ housewife
__ Unemployed __ Other
8. Where do you stay? __ Home __ Dorm

9. If you stay at home, you own?
__ Stereo __ TV __ How many?
__Phone __ # lines __Cell phone __ How many
__ Pager __ VCR Player/Recorder
__ CD Player __ Cable TV
10. If you stay in dorm, you have?

__ TV in your room __ VCR in your room?
__ Phone __ Cell Phone
__ Pager __ Cable TV in living room
__ TV in living room __ VCR in living room

140
11. What time do you watch TV Monday to Friday

Appendix Page 2
__ 6-8a __8-10
__10-12 __12-2
__2-4 __4-6
__6-8 __8-10
__10-12p __after midnight
12. What time do you watch TV on weekends?

__ 6-8a __8-10
__10-12 __12-2
__2-4 __4-6
__6-8 __8-10
__10-12p __after midnight
13. What channels do you watch?

__ Ch 3 __ Ch 5 __ Ch 7
__ Ch 9 __ Ch 11 __ UBC cable
14. What do you watch?

__ News __ Thai soap opera
__ Gameshow __ Talk show
__ Modern Chinese movie __ Chinese soap opera
__ Thai movie __ Sports
__ Music/Concert __ Documentary
__ Western movie __ Educational
__ Religious Buddhist Programs __ Others
__ Others __ Others
15. Do you rent videos to watch frequently? __ yes __ no
16. How often do you rent per month ___ How many do you rent per month? __
17. What types do you rent?

__ News __ Thai soap opera
__ Gameshow __ Talk show
__ Modern Chinese movie __ Chinese soap opera
__ Thai movie __ Sports
__ Music/Concert __ Documentary
__ Western movie __ Educational
__ Religious Buddhist Programs __ Others
__ Others __ Others
18. What are the last five videos you rented?

141
Appendix Page 3
This is a survey of Thai university student’s TV/Video viewing habits. Are you interested
in participating in the three month survey.
a. You will be getting a diary to write what TV/Video programs you watch and
when. Each time you watch a program, you should write the day and time, as well
as some brief comments. You will get a new diary each month.
b. After the third month of watching, you will all get together for a time of informal
discussion and food.
c. At this time you will take a brief survey.
If you are interested in being a part of the study, please fill in your contact info below.

142
Original Thai Quantitative Questionnaire

143

144

145
Thai Terminal and Instrumental survey instrument

146

147

148

149
Appendix Two
Instructions to research assistants
Contents Page
Methodology of Payap University Study 7.29.99 150
A Simple Guide to Conducting Focus Groups 151
Directions to Research Coordinator 159

150
Methodology of Payap University Study 7.29.99
Professor Dan Henrich - Email: [email protected] Revised 7.29.99
Stage One: (in progress) Large questionnaires are passed out and collected at ComArts Dept. Dorm
Coordinators (DC) responsible for questionnaires, dorm surveys and VDO shop surveys. DC give
completed questionnaires to Prof Nattawhut (mobile 018461499) Sawatree picks up complete
questionnaires Dan does not collect and mails them to Dan who inputs questionnaire data using SPSS.
Stage Two: 30 - 40 students who filled out the questionnaires are chosen by Prof Nattawhut based on
whether they live in the same dorm (for simplicity) and dorm categories (one each of three dorm levels).
An equal number of men and women will be sought. Sawatree drops off diaries to Prof Nattawhut as
well as money to pay for food expenses for the first 2 week review session. The meal budget for each
student will not exceed 30 Baht.
REVIEW SESSION (every 2 weeks)

DC will choose a dorm or restaurant where the diary students he/she is responsible for will come with
their diaries. DC will discuss how it is going on the diary and look over their diary. They will eat a meal
together. The students will be given a new diary every other review session.
GROUP DISCUSSION (at six weeks and three months)

DC together with FGCR will arrange a meeting and dinner with the students to have a longer group
discussion or Focus Group
From the analysis of the data collected in Month one to three, Professor Henrich, together with the
FGCR will determine several Thai programs to conduct a content analysis on. This will be based on
the results of what programs the students have viewed in month one to three.
Task descriptions:
Dorm Coordinator (DC) is responsible for conducting the initial surveys and interacting with the 30 - 40
students on a two weekly basis. They will encourage the students to keep up on the diary with good
words and a meal every two weeks. It will be the DC's responsibility to ensure that the diaries are
completed on time. Each DC will be paid 2000 Baht per month. The first payment is 1000 Baht for July
-1 5-30th . The second payment (2000 Baht) will be at the end of August, third (2000 Baht) will be the
end of September, 4th (2000 Baht) end of October.
Focus Group Co-Researcher (FGCR) (currently vacant) will be responsible for leading the focus
groups at the six week and three month times and writing a report on the results. He/she will be
involved in the next phase in coordinating some limited content analysis of Thai TV programming.
He/she will co-author a paper with Prof Henrich for submission to an international communication
journal.
Sawatree is responsible for coordinating between Prof Nattawhut (and students), Rod Stuart and
myself. She will ring Professor Nattawhut occasionally and send email reports to me.
Rod Stuart will coordinate between Sawatree and myself. Tel 252-241

151
A Simple Guide to Conducting Focus Groups
(Part of the information provided to Thai counterpart research assistant for
use in the project)
By Daniel J. Henrich
Beginning the F/G discussion
Beginnings are essential to breaking the ice in any meeting of people who don't know
each other. As you know from personal experience, it is essential not to put people off
when you first meet. We have not discussed problems arising from dress and gender
because the members of your focus group are peers and you will naturally dress as they
do. However, it is essential that the moderator create a thoughtful, permissive
atmosphere - providing the ground rules and set the 'tone' of the discussion. This is why
we have included food and drink to create a relaxed atmosphere.
Much of the first 2-3 minutes can be attributed to the success or failure of the discussion.
For example, too much formality can stifle your discussion, especially the interaction
between the participants. Too much informality and humor can cause the participants
not to take the discussion seriously.
Moderators with experience in many group situations will tell you that groups are
unpredictable: one group will be exciting & dynamic and the next might be restrained
and cautious. These differences can be expected, however, the moderator must
approach each group in the research project series basically the same way.
It is suggested that the same basic pattern for introducing each group discussion should
include:

152
- The Welcome
- Overview of topic
- Ground rules
- First question.
For example
Good evening and welcome to this discussion tonight. Thanks for taking time to be part
of this study co-sponsored by Payap University. The purpose of this meeting is to
discuss the media diary you so kindly completed and to do the Thai Values Survey.
There are sodas and cakes on the table. My colleague, (name) will assist you.
Now, please feel free to get some food and as we do,
Ask first question
VII. Keys to successful 'moderation'
Anticipate the flow of discussion
Since any group discussion is unpredictable, it is important to think through what you are
trying to learn about a specific film and consider where that discussion might lead. This
will prepare you for such deviations. For example, a focus group about a film might lead
to a series of questions about how the film was made, or the lifestyle of a certain actor if
it was locally produced. If this happens, you might want to be ready to counteract that
tangent by counteracting with a statement like, "You must remember that we are seeing
(actors name) playing a role. So, although we know his lifestyle is not as good as it
should be, for the purpose of this discussion it is not important. " A statement of this type
should bring the discussion back on track.

153
Allow differing points of view
You may have said that this is important, but people are not speaking out. Sometimes
you just sense by body language that a participant has something different to say, but is
restrained by something. Encourage them again!
Essential techniques
In any conversation a person needs to be concerned with how much one talks. It is easy
to dominate the conversation and most novice moderators commit this sin.
Five second pause. This is most often used after a participant comment. It can prompt
additional points of views or agreement with the previous point. If also forces you as a
moderator from not changing the topic too quickly. Practice it on friends & family to see
how effective it can be.
The Probe. This is a request for additional information when people make vague
comments or multiple meanings like 'I agree.'
Example of probe questions are:
'Would you explain further'?'
'Would you give us an example of what you mean?'
'Is there anything else?'
Please describe what you mean?'
'/ don't understand.'
It may be important to use the probe early in the discussion to communicate the need for
more precision in responses.

154
Responding to Participant statements
It is essential the moderator clearly respond to statements by participants. Sometimes
response mechanisms are unconscious.
Head Nodding. One unconscious response is the head nod. This can be helpful if used
sparingly and consciously, such as eliciting additional comments from a participant who
wishes to talk. But the head nod also signals agreement in some cultures. As such, a
head nod signaling agreement may elicit additional comments of the same type,
sometimes reinforcing a certain perspective and stifling opposite point of views.
Short Verbal Responses. Depending on our culture, we may have been conditioned to
provide short verbal statements to may signal acceptance or in some cases simply
acknowledge that we heard a statement. Most are acceptable in a focus group setting,
i.e. 'OK,' 'yes,' or ‘Uh’, ‘huh’. These are value neutral expressions. ' Responses to avoid
are ones which indicate accuracy or agreement. These include, 'correct,' "that's good,' or
‘excellent.'
Types of Participants
Focus groups bring together a wide variety of personality types. Sometimes specific
types of personalities create problems for the moderator. For example:
The Expert. This type of person can inhibit free discussion within a group. They may
have considerable experience with the subject under discussion, may have
political/social 'clout,' may be an elder in the community or an opinion leader. If you
have this type of person in your group, underscore in the introductory comments that all
opinions are important.

155
Dominant Talkers. Often it is this person who thinks they are knowledgeable on the
subject but simply have opinions. You can seat this type of person next to you and may
be able to exert some level of control by body language or nonverbal clues. Examples of
this might be avoiding eye contact with the dominant talker and appearing bored with
their statement. In some cases, you may have to simply say, 'Thank you for that
comment, does anyone feel differently?
Shy Respondents. Seeming to have much to say, but unwilling to say it due to shyness,
attempt to place them directly across from you and maximize eye contact which can
encourage them to speak up. If all else fails, ask a direct question.
Rambling Respondents. This type of person drones on and on and usually never get to
the point. Discontinuing eye contact with the 'rambler' after 20-30 seconds can help.
Look at your papers, at other participants, look bored, at your watch, etc. As soon as the
'rambler' stops or takes a breath, be ready to fire off another question to divert them. In
the remaining discussion avoid making eye contact with them to reduce the potential of
another ‘ramble.'

156
VIII. Assistant Moderator's Guide
The role of the assistant moderator is very important. While the moderator concentrates
on keeping the conversation moving, the assistant moderator takes comprehensive
notes, keeps the tape recorder going, maintains the setting, i.e. lights, sounds,
refreshments, and responds to unexpected interruptions. In addition, the assistant
moderator notes the participants body language throughout. Here is a checklist for the
assistant moderator:
1. Equipment
Ensure that it works and is complete
Tape recorder
Microphone & extension cord
Batteries an/or extension cord
Blank tapes
Name tags (if used)
Marking pens
Duct tape to hide the cords
Visuals or handouts
2. Refreshments
Obtain refreshments and set them up in the room. They could be light, i.e. soda
& cakes or a traditional meal like roast meat.
3. Arrange the room
Rearrange the chairs and table so everyone can see each other. You will have
visited the site in advance and will know exactly what to expect.

157
4. Set up the equipment and verify that it is working property
If you are holding the group in an area where there may be power problems
those batteries will be even more important as well as lanterns.
5. Welcome the participants as they arrive
Many will have known you as you will have done some of the follow-up on the
recruitment process. Your cordial greeting will make them at ease in the process.
6. Sit in the designated location
This is outside the circle, opposite the moderator and close to the door. If someone
arrives after the session begins, meet them at the door, take him or her outside the room
and give them a short briefing as to what has happened and the current topic of
discussion. Then bring the later participant inside the room and show them where to sit.
7. Take notes throughout the discussion
Be attentive to the following areas of concern:
- Well said quotes. Capture word for word as much of the sentence as possible. Listen
for sentences or phrases that are express a point of view. Attribute it to the speaker.
Keep your observations separate. (use quotation marks for what the participant says and
parentheses for your observations).
- Note non-verbal activity. Watch for head nods, physical excitement, eye contact
between participants and other clues that would indicate level of agreement, support or
interest.
- Make a sketch of the seating arrangement and note the names of the speakers.

158
8. Monitor recording equipment
Occasionally glance at the recorder to ensure the tape is rolling. Time the start of the
tape so you know when to torn over the tape. Do not use an alarm which may distract.
Attempt to work with the recording equipment without drawing attention to yourself or
(most importantly) the equipment. Label the cassette.
9. Do not participate in the discussion
You talk only if invited by the moderator. Control your non-verbal actions no matter how
strongly you feel about the issue.
10. Ask questions when and if invited
After the discussion, the moderator may ask you to ask questions of amplification or
clarification.
11. Oral Summary
The moderator may ask you to give a 2-3 minute summary of the points brought up in
the discussion. Do not attribute comments to any participant, use a remark like, "and
then it was mentioned." to avoid this. Invite participants to offer additions or corrections
to the summary.
12. Debrief the moderator
Be ready to discuss the session with the moderator directly afterward.

159
Directions to Research Coordinator

160
Appendix Three
Research Results
Contents Page
Quantitative Data Results – Survey 161
Media Diary Results 180
Terminal values frequencies 198
Instrumental values frequencies 208

161
Quantitative Data Results – Survey

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164
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Room
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no 155 66.0 66.0 92.3
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Table 4.9 Cable at

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Total 235 100.0 100.0
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Table 4.11 Cell Phones at

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3.00 19 8.1 8.1 99.1
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Total 235 100.0

165
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Total 235 100.0

167
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168
r - ily
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169
Daily TV 6-
8am
Cumulativ
no 216 91.9 91.9 97.9
N/A 5 2.1 2.1 100.0
Total 235 100.0 100.0
Total 235 100.0
Daily 8-
10am
Cumulativ
no 217 92.3 92.3 98.3
N/A 4 1.7 1.7 100.0
Total 235 100.0 100.0
Total 235 100.0
a l tn
a
c
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Rented
Educational
Cumulativ
no 228 97.0 97.0 99.6
N/A 1 .4 .4 100.0
Total 235 100.0 100.0
Total 235 100.0

170
lav
e
ti C u
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c
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F t
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Table 4.4 Living situation
Cumulativ
Valid Home y 128 t 54.5 Percent 54.5 t 54.5
Dormatory 97 41.3 41.3 95.7
N/A 10 4.3 4.3 100.0
Total 235 100.0 100.0
Total 235 100.0
s
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171
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3 .0
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3 .0
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4
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6
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172
s C
ld
O v
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F r
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P r q
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P
lid
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4
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5 6
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8 .
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3 .
5
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0
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1 ta 1
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th
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3
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6
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Rented other
programs
Cumulativ
no 216 91.9 91.9 99.6
N/A 1 .4 .4 100.0
Total 235 100.0 100.0
Total 235 100.0
e ro
te
S
a
C e s
u til
a m
rF r
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P t
n e cy
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u
q tn
ce r e
P
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V sy
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3
1 5
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7 d 5
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7 5
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7
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8 .7
5
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5
3 .2
3
9
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1 .8
6 .8
6 .
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3
2 .
0
1 .
0
1
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2 .
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Pager in
Dorm
Cumulativ
no 199 84.7 84.7 92.3
N/A 18 7.7 7.7 100.0
Total 235 100.0 100.0
Total 235 100.0

173
Pagers at
home
Cumulativ
no 127 54.0 54.0 93.6
N/A 15 6.4 6.4 100.0
Total 235 100.0 100.0
Total 235 100.0
Phone in
dorm
Cumulativ
no 131 55.7 55.7 92.8
N/A 17 7.2 7.2 100.0
Total 235 100.0 100.0
Total 235 100.0
s
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F r
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P r q
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P y
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P
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Rented Religious
Programs
Cumulativ
Valid no y 234 t 99.6 Percent 99.6 t 99.6
N/A 1 .4 .4 100.0
Total 235 100.0 100.0
Total 235 100.0

174
h t r m
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5
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2 .2
0
1 .2
0
1 .
5
4
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9 .
0
4 .
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4 .0
6
8
4 2 .4
9 .4
9 .3
5
9
5 4 .7
1 .7
1 .0
7
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6 3 .3
1 .3
1
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1 .3
1 2
1
9 1 .4 .4 0
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3
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l
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Rented Thai
Soaps
Cumulativ
no 213 90.6 90.6 99.6
N/A 1 .4 .4 100.0
Total 235 100.0 100.0
Total 235 100.0
i
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vC u e
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P P
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l
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7 .2 id
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Rented
Specials
Cumulativ
no 215 91.5 91.9 99.6
N/A 1 .4 .4 100.0
Total 234 99.6 100.0
Missin System 1 .4
g Missing
Total 1 .4
Total 235 100.0

175
rg
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F r
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P r q
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P y
c
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P
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Rented Talk
Shows
Cumulativ
no 220 93.6 93.6 99.6
N/A 1 .4 .4 100.0
Total 235 100.0 100.0
Total 235 100.0
ta
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a m u
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a
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6
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3
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P rr
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a
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7
6
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2
3 .8
2
3
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3
2 0

176
s t
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R v
v e C
rF r
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P e n
y
c
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u
q tn
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c tP
nrc
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V y
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2 1
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10
1 .4
9
8 .4
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1 ta 1
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2 l
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P e
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9 4
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1 .
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5 .
1
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1
9
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8 0
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0
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4
C lav
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lidn
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cu
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F tn
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P tn
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c
2
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8
2
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7
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2 0 0
1
VCR in
Dorm
Cumulativ
no 175 74.5 74.5 92.3
N/A 18 7.7 7.7 100.0
Total 235 100.0 100.0
Total 235 100.0
Table 4.8 VCRs at

home
Cumulativ
no 110 46.8 46.8 92.8
3.00 16 6.8 6.8 99.6
100.0
Total 235 100.0 100.0
Total 235 100.0

177
VCR on Dorm Living

Room
Cumulativ
no 167 71.1 71.1 92.3
N/A 18 7.7 7.7 100.0
Total 235 100.0 100.0
Total 235 100.0
s
m
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P t
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P rc
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P e tn
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c r tn
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1 .7
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5 .7
5
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0
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4 .3
4 0
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9 4
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4 .7
4 .
4
5
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2 4
1 .0
6 .0
6 .4
0
6
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3 1
3 .2
3
1 .2
3
1 .6
3
7
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4 9
1 .1
8 .1
8 .7
1
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5 .4
0
13 .3
8
1 .3
8
1 0
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2 0 0
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Rented Western
Programs
Cumulativ
no 84 35.7 35.7 99.6
N/A 1 .4 .4 100.0
Total 235 100.0 100.0
Total 235 100.0
1
d
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C u e
eP
Pe t
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re e n lidrce
a
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178
4 h 0 r s
r
F r
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P r c
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P n
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lid
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c trc
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liV
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5 .4
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0
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1 .6
9
5 .6
9
5 .
0
1
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6 h 0 r s
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180
Media diary results

Student 1-1 2-1 3.1
August 10: September 21 Oct. 25

9 pm - rented VDO “Idle “Double Team” UBC 4-6 I watched a Thai soap for
Hands”: It is a scary movie pm the first time, so I did not
(bloody). A girl in it was so Good story. Well made. understand.
pretty too. Too much sex
scenes. September 22 Oct. 26
“Tarzan” 5-7 pm I watched a Thai soap at
August 11: Cartoon about a guy born channel 5. It was a fun part,
10 pm -Special program for in the jungle. because the female main
mother day - -Music character was almost
program - Good hosts. September 24 drowned.
“Chinese Tradition Soap”
August 12 Ch.3 5:30-6 pm Oct. 28
10 pm - Special program for Saturday afternoon
mother day September 25 I watched a Thai soap,
Good story. I learned about “The Lost World” UBC because it was nearly
motherhood and 7:30-8:50 pm ended. And I also watched
appreciated it too. It was very scary. a game show, Jukebox
Game, because I liked the
August 13: I watched a September 29 master ceremonies. They
program about Thai Royal “Species II” 8-10 pm on were so funny.
Princess and her personal UBC
life. About monster (scary) Oct. 29
The Thai soap I’d watched
August 17: Rented “The August 24 yesterday was ended today.
Mummy” - Good movie. It’s 9 pm - -Real TV - It’s Even though I did not like
exciting and funny. A lot of funny and exciting. the female character of this
special effect in it. -Music Program - I liked to story, I still watched it,
watch new because there was no other
August 20: 9 pm - -Thai choices. Then I watched
Soap another soap, because it
-Game Show- It’s a game was exciting.
show that always scared the
contestants. Oct. 30
I watched a Thai soap at
August 21 channel 3. I liked Jarune,
10 pm -watch American because she acted very
movie on Ch. 7 good. I also watched
-Live Unplug Concert from another Thai soap at
MTV channel 7. I felt that the
male character was so
MTV stupid, because he could
not tell the difference of a
good and bad person. I
later watched a game show
at channel 7. It was fun and
exciting.

181
Student 2
1.2 2.2 3-2
August 10 at 6 pm Sept (undated) Oct 23 at 7:30

Sport program 6:30 pm ITV
“Thai soap” News
August 13 at 8 pm The story about pregnant
Rented movie “Species II” teen that kill herself. Oct 24 8:30 pm
Good movie, it scared me. “Thai Soap”
4:30 pm Story about ghost. This
August 14 “Food Program” was a good production.
Sport program I learn to cook and the
benefit of eating good Oct 25 at 7:30 pm
August 15 at 10:30 pm nutrition. I also learn many News
“Talk Show” today guest tips of cooking.
was the actor’s family Oct 26 10:20 pm
7:30 pm Watch the movie on Ch. 3
August 16 at 11:30 pm “Six Sense” (didn’t say what the
Good host and good music Interesting story but slow program was)
video. and hard to understand.
Oct 27 at 7:00 pm
August 18 8:00 am Ch. 9
“Talk Show” at 10:30 pm “Food Program” News
Ch. 3 I learn to make fruit
It was about celebrities’ cocktail. Oct 29 at 6 pm
families. ITV
8:30 pm “Chinese Traditional Soap”
August 19 at 12 pm “Thai soap” Help relief stress.
“Music program” The story have much to do November 30
Funny program, good host with Thai society today. I watched a game show in
and good music. People are not united. my living room.
2.3
August. 31
I watched a Thai soap at
channel 7. I liked to watch
it because it was nearly
end.

182
Student 3
1-3 2-3 3-3
August 19 at 7-8:30 Sept Oct 1

pm at home 1 pm-3 pm I watched a game show on
-News Program “Selena” on HBO at channel 5 and a talk show on
I liked to watch news dormitory channel 3.
because it keeps me Comment: Well performed
inform about what is by Jenifer Lopez. Also Oct. 2
going in our society. made from true story about I watched a Thai soap on
Latin singer who died at the channel 5 and a game show on
August 20 at 8:30 pm age of 23. channel 7.
in my room
-Thai soap “Thai Soap” Oct. 3
This soap is about the 6:30-7:30 pm at dormitory I watched a funny Thai soap. It
differences of people in Comment: Nice casting. was really relaxing.
our society (rich, poor, Easy plot to understand. --a game show, Shock Game
middle class). I liked it. Comedy always help to --a talk show at channel 7. You
relax their stress. sometimes can get the
“Kids Program” academic idea from this show.
8-9 pm at home “Thai Food Program”
Comments: Cool, the 4-5 pm Oct. 4
program provide The Chef was very I watched
knowledge about kids. talented. I learned some --a chic Thai soap. I liked it,
tips for cooking. The because of the cute main
“Thai Traditional Soap” program have a variety of character.
8:30-9:30 am menu. --a game show, Juke Box game,
Comments: Pretty because I liked the master
actress. “Animal Program” ceremony of this show.
--and another game show on
I watched “The Mummy” channel 9.
--a Thai soap on 8-10 pm at dormitory
channel 5, because I Comment: Well performed, Oct. 5
liked the main exciting story, very cool I watched
character. special effect. --a talk show on channel 3.
--and a game show on --a game show on channel 5.
channel 5. It was very “Double Team” from HBO --a talk show on channel 7.
relaxing. 6-8 pm at dormitory
Comments: Unreal story. I Oct. 6
I watched didn’t like it. I watched a Thai soap on
--a Thai soap, because channel 3.
it was the end. “Chin Jung”
--a game show, Shock Japanese cartoon at 6:30 Oct. 7
Game. pm I watched
--and a music show on Comments: Funny, smart, --a Thai soap on channel 3.
channel 7. very cute cartoon. --a talk show on channel 3.
“Music Program” “Food Program” --. a game show on channel 5.
11-12 pm at dormitory Comments: Good because
Comments: I like the program presented an “Notting Hill” 8-10 pm
music program. VDO. easy menu, easy to follow. . Comments: I like Julia Roberts.

183
Student 4
1-4 2-4 3-4
August 16, ‘99 Sept 2 No

6:00-6:30 pm “Chinese Soap” Ch. 3 5 pm Diary
6:30-7:15 pm “Thai Soap” Ch. 3 Rent VDO “Star Wars”
7:15-7:30 pm “Japanese cartoon” Ch. Very fun movie. See they fight with
3 each other and a lot of special effect
7:30-8:15 pm “News” Ch. 3 in it.
8:15-10:00 pm “Thai Soap” Ch. 3
4 Sept. 99.
I liked all the program above that I “Super Dogs” Ch. 7 10:30 pm
watch. It entertained me. Thai Soap is It was the dog show. It was so cute.
very stupid sometime, but sometime The dogs played basketball.
life is just like that.
Sep. 10, 99.
August 17 “Shock Game” Ch. 3 10 pm
12:30-1:00 pm “Music Program” Ch. 7 It was an exciting program.
6:00-6:30 pm “Chinese Soap” Ch. 3
6:30-7:15 pm “Thai Soap” Ch. 3 Sep 20 8 pm
10:20-12:00 pm “Talk Show” Ch. 3 Rent VDO “Tarzan”
Good cartoon. Funny, cute and sad
I liked to watch music program too.
because of the new mv. Other than
that program there is nothing much, but Sep 21 at 5 pm
entertainment. Good movie “Armageddon”
Good performed. Very exciting.
August 18
6:00-6:30 pm “Chinese Soap” Ch. 3 September 24
6:30-7:15 pm “Thai Soap” Ch. 3 9 pm Ch. 3
10:00-11:00 pm “Talk Show” Ch. 3 “Thai Soap”
The story polygamist in Thai society.
Talk show program this week is for
mother day. There are guests and September 28
their mothers on the show. It is good. At 10 pm Ch. 3
“Game Show”
August 19 Daring people to do dangerous
8:15-10:00 pm “Thai Soap” Ch. 3 things.
The actors and actresses in this soap
are very good looking. September 29 at 4 pm
Rent VDO “Big Daddy”
August 20 Good movie. (Funny)
American movie (Mummy)
It was fun and exciting movies. Nice September 31
scenes choice. 6:30 pm Ch. 3
“Thai Soap”
August 24 Good story (funny) about a girl and a
8:30-10:00 pm “Thai Soap” guy falling in love.
Last episode of this soap. I liked the
main actor. It taught me about being
diligent and patient.

184
Student 5
1-5 2-5 3-5
10 August September – no dates Oct 2 at 7 pm

12 pm-1 pm Twilight Show (Thai talk “Japanese cartoon”
Music Program (Live) show) The cartoon was cute
Good music VDO, good Comments: Very popular talk and funny.
host, especially new music show. Very exciting program.
VDO of “Silly Fools” Oct 2 at 9 pm
Shock Game Ch. 3 “Thai Soap”
11 August Comments: Weird program. --Good story
8:40 pm --Good cast
This story about mother. It Talk Show --Good custom
was very good. The acting Comments: Very popular
was good. (seem like Candid Camera in Oct. 7 at 9 pm
a way) Ch. 7 “Thai Soap”
12 August Final episode. It taught
8:40 pm Juke Box Game me to be grateful of
Program about mother (it Music game show others.
was mother day in Comments: The program is
Thailand). getting old, need something Oct. 9 at 10 pm
different and more exciting. Ch. 3 “Talk Show”
13 August Talk about “Gays who
Midnight Movie: “Payback” was raped” It was sad.
“Music Program” Comments: Mel Gibson is
I liked music program. I like very handsome. Very Oct 16 10 pm
the hosts of the program. exciting story. Ch. 3 Movie “The
Fugitive”
14 August “Runaway Bride” --Good movie.
“Sea Game Live” Comments: I love every --Good cast.
Sport program. Thai won 2- movie that Julia Roberts was
0 over Vietnam in soccer in. Good romance-comedy. Comedy Talk Show
game. (VCD)
“Blair Witch Project” Very good, I watch it two
15 August Comments: Wasted money. times. The speaker has
Rented Movie “Romeo and Bad quality. Screen was too special ability that
Juliet” shakey. attracts thousands and
About 2 people that died for thousands of people to
love. “Never Been Kissed” (movie) listen to him.
Comments: Cool romance-
16 August comedy Oct 20
7:30 pm-8:30pm 7:00 pm
News “There’s Something About Program about daily life
Mary” (movie) of celebrity.
18 August Comments: Dirty story.
7:00 pm
New program about daily life 7:00 pm
of celebrity. Program about daily life of
celebrity.

185
Student 6
1-6 2-6 3-6
August 9 Ch. 3 September 20 Oct 2

“Talk Show” Movie on VCR at 10 pm --10 pm Ch. 5 “Talk Show”
Good format. It’s better I don’t like it. The Talk about gay problem.
than any other talk show promotion looked good,
I ever watch. but the whole story Oct 4
wasn’t that good. Very Ch. 3 10 am
August 10 Ch. 7 disappointed. “Thai Soap”
--“Music Program” When I watch this, I miss my
I like music program for September 22 grandma, because the actress in
Grammy Company My Best Friend at 9 pm this soap loves her grandma very
--News Program Good love story. I liked much.
love story.
August 10 Ch. 3 Oct 5 Ch. 3 12 am
--“Chinese Soap” September 26 “Thai Soap”
Good story and funny. The Matrix at 10 pm This part give you something
--Sports Live It was fun and good to think about driving. Don’t
--News program 8 pm unbelievable. How can drive to fast and be very careful
they producing it. when driving. When you hit
August 11 Ch. 3 someone, don’t just run away, you
--“Chinese Soap” American movie “6th have to be responsible. If you
I like it. Sense” don’t, you will have guilt and fear
--“Thai Soap” at 6:30 I liked it. Story about follows you for the rest of your life.
It’s funny. I like the main dead people. Felt sorry
character a lot. for them. Oct 5
--“Thai Soap” at 9 pm 2 pm Ch. 3 “Talk Show”
Nothing else to watch. Chinese Thriller Movie I watch the part “life” when there’s
--“Talk Show” at 10:30 A lot of killing and problems, don’t just give up, you
Talked about celebrities’ action, very fun. have to fight and find a way to
family. Opinion: Sometimes overcome the problem. The
your friends betray you, person (guest) in this part of the
August 12 you can’t trust anybody. show use to be rich, but now
--“Music Program” Ch. 7 because of the economic
at 10:30 am News (Daily) problem, he has to be a garbage
Nothing else to watch. 7:00-8:00 pm collector, but he never give up.
--“Sports Program Live” I always like news.
Ch. 7 Give you a lot of Oct 6
--News Program Ch. 7 knowledge. 10 pm Variety Show
at 8 pm In this show, the guest loves her
--“Thai Soap” Ch. 3 at September 28 at 6 pm family a lot.
8:50 pm --“Chinese Soap”
Nothing else to watch. --“Thai Soap” Oct 8
--“Thai Soap” 9:20 pm --“News Program” Ch. Thai Soap 9 pm
Good story. 3 at 7 pm In this scene, the hero’s son is in
--“Thai Soap” at 8:30 the hospital, so the hero has to go
August 13 at 2 pm Ch. 7 pm to the hospital everyday. It shows
“Thai Soap” --“Talk Show” Ch. 3 at how much he love his son.
Rerun episode. 10
“Thai Soap” Ch. 3 Variety Show 10 pm

186
Funny story. 5 pm This show invite model, movie

--“Thai Soap” Ch. 3 stars, and singers that are
August 14 7:30 pm Good story and casting. popular. I feel like to come this
Ch.3 --“News Program” 5:30 far, you have to have a lot of
“Sports Program” pm ability and confidence in yourself.
--“Chinese Soap” Ch. 3
August 15 at 6:30 pm 6 pm 2 pm
--“Thai Soap” --“Thai Soap” Ch. 3 --“Thai Soap” Ch. 3
--“Sports Program” 6:30 pm I like the actor/actress. They are
--“News Program” 7:30 cute.
pm Ch. 3 --“Chinese Soap” Ch. 3 at 6 pm
--“Thai Soap” Ch. 3 at Good story.
8:30 pm --“Thai Soap” Ch. 3
It’s OK, not good, not bad.
--News Program Ch. 3, 7
Student 7
1-7 2-7 3-7
August 10 at 4 pm September 1 1 Oct

Watch life sport from “Thai Soap” Ch. 3 at Mrs. Winterboune (HBO 20)
Brunile 6:30 pm 10:00-11:15 pm
Thai team won over The story about selfish I like this story because it’s about a
Malaysia lady. She performed pregnant girl that faces a lot of
so real. problem, but at the end, some body
August 11 at 8:30 pm help her out. This is a comedy
Watch special program September 4 drama type movie with a happy
about the Queen of “Soccer Program” ending. In the movie, the
Thailand UBC at 9 pm characters express the love
I watched British between children and mom.
August 12 at 10:30 pm soccer. I liked it a lot.
“Pretty Woman” 2 Oct
Julia Roberts was very September 8 at 11 pm Good Morning Vietnam (Star movie
pretty. “Face off” UBC 22)
American movie 5:45-7:45 pm
August 13 at 8 pm Good action movie. I like Robin Williams. He’s a great
Rent VDO “Species II” Hollywood star. He’s a D.J. of
It was really scared. September 22 American army that established a
Rent VDO about Talk base in Vietnam. This is a
August 14 Show at 3 pm drama/war movie. D.J. back at that
Watch live sport. Thai It was a comedy talk time has an interesting part of Job.
team won over Malaysia. show. I laugh so hard. He influence the audience during
the war in several ways.
August 15 at 10:30 pm September 24 at 8 pm
“Talk Show” Rent VDO “Titanic” 3 Oct
It was about the actor I love it. Good love Business program/Talk show
family. story. 8:30-9:00 am
I like this program because of the
August 17 at 4:30 pm September 25 host. He is a wonderful

187
“Music Program” Rent VDO “Never businessman that has a lot of

Liked hosts of the Been Kissed” knowledge and give great advice to
program, and new music (American movie) the audience.
VDO. -Good romantic
comedy. 4 Oct
August 18 at 10:30 pm -Very exciting story. AirBud
“Talk Show” 10:20-11:00 pm
Show about the actors. 8:30 pm This is a story about a dog that
Rent VDO “Payback” have a special ability in playing
August 19 Good action movie. basketball. I think they use some
“Music Program” Very exciting and special effect and stunt because
Watch new music VDO. smart. real dog can’t play basketball that
good. The main actor is a boy who
August 23 Great Expectations understands the dog. The director
-I like Chinese traditional 9:05-12:00 am of the movie did a great job in bring
soap because the story I like Gwyneth dog into the movie.
showed the knowledge of Paltrow. This movie is
the king about a girl with 5 Oct
strange personality. Mother, May I Sleep with Danger?
-I also like Tom and Jerry She dresses very 8:00-9:30 am
because it was a funny modest. She’s a hard This movie is about a mother who
cartoon (seeing the cat to understand person tries to stop her daughter from
chasing after the mouse) in this film. falling in love with a man who use
to be a murderer. This movie
-Thai soap Vegas Vacation shows the relationship between
I like the actress in the 7:30-9:00 pm mother and daughter. This movie
story. She was pretty. It This is a comedy make you think about the wrong
was a good comedy. movie about a family’s decision in dating of teenager and
vacation to Las the love of mother.
-Chin Jung (Japanese Vegas. When they
cartoon) arrived there, instead 6 Oct
I like it because it was of enjoying the time In Love and War
funny. together, they each go 5:30-7:30 pm
on their different way. I love this movie because of the
News Dad goes to casino, main actress, Sandra Bullock. She
8:30-9:30 pm mom is crazy about is a nurse in World War 1 in Italy.
This is a news program. the singer, the son, She later falls in love with a man
The host analysis the who’s less than 18 who’s a doctor.
content of the news for years old, also goes to
us and give comment of casino, daughter goes 7 Oct
what he thinks. Today to pub and dance. The Devil’s Advocate
he picks the death of However, at the end, 8:00-10:00 pm
gold store owner. Is it a they got back together I like this movie because of Keenu
suicide or a murder? and enjoy the real Reave. He acts a lawyer. He’s
vacation. handsome, and has great
character. The scene takes place
in court. A lawyer is the one who
can makes the result of cases.

188
Student 8
1-8 2-8 3-8
11 pm September 20 Oct. 22 at home

“American Movie” At 10 am I watched a movie about a
Sandra Bullock and Nicole Kidman I rent VDO dog. I was impressed with
The story about witches who are sisters “Romeo and its honesty to its owner.
and love each other. They are beautiful. Juliet”
I watched it October 25 at home
11:30 pm because there I watched a game show,
“Wild Wild West” was Leonardo Shock Game.
Very funny. I liked the cast in the movie. DiCaprio in it.
October 26 at my friend’s
10 pm house
“Pretty Woman” I watched a Thai Soap.
I liked Julia Roberts. The story about rich The main male character
man fall in love with prostitute girl. did not act well, I thought.
October 29 at a movie
theater
The movie was based on
the real story. It was about
a witch.
Student 9
1-9 2-9 3-9
August 9 8:30 pm Ch. 3 September 4 Oct. 2 at home

“Thai Soap” Channel 5 I watched a series of cartoons,
2:20 pm in the Dragon Ball. I’ve been watching
August 10 8:30 pm UBC bedroom this cartoon since I was in junior
“Armagedon” American high school. I was amazed at the
movie September 6 writer of the cartoon story that how
Good movie, exciting, Chinese soap did he get the idea to write.
scary, and sad. Channel 3
After that, I watch soccer. 16 pm in the Oct. 5 at home
bedroom I watched a video, “Never Been
August 14 12 pm Ch. 3 it tough me to be Kissed.” It was about a woman
--“Concert Program” more careful in who was a news reporter. She
I liked music. everything (think first) disguised herself to be a high
--8:30 pm “Thai Soap” school student to get an idea to
--American Movie (didn’t September 8 make a story.
say what movie it was) 10:30 pm in the
--Soccer program bedroom Oct 20 at home
Talk show on I watched a movie, “Mimie.” It was
August 15 at 9 pm Ch. 3 Channel 3 about a giant roach. It was scary
--“Talk Show” I like the hosts. and the movie was so exciting. I
--Rent American Movie scared of the roach ever since.
“Scream 2” September 25
comments: good, “ER” (American)

189
exciting, scary Oct. 14 at home

Sept 26 5 pm I watched a movie, “Payback.” It
August 17 12:30 pm Ch. --“Chinese Traditional was an action movie. Mel Gibson
7 Soap” was the main character.
“Music Program” I get bored of Thai
Comments: good host soap so I watch Oct. 12 at a theater
funny Chinese. I watched “Runaway Bride.” It was
good music --then at 11 pm I a romantic movie and Julia Roberts
watch American and Richard Gere were the main
August 18 12 pm movie (didn’t say characters.
Went to see Thai Movie at what movie it was)
the theater. I expected it Oct. 25 at home
to be scary, but it didn’t. Sept 27 I watched a cooking demonstration
They made pretty good Rent VDO “Speed” on TV.
movie story about a wife (American)
that faithful to her Good action movie, Oct 26 at 9 am Ch. 7
husband even after death exciting. Keanu “Game Show”
(soul). Very dramatic. I Reeves is very cute. Fun.
cried.
Sept 28 12:30 pm
Ch. 7
--“Music Program”
Fun program, get to
watch new music
VDO
--Then watch movie
on iTV channel
(good).
Student 10
1-10 2-10 3-10
August 9 Ch. 3 September 2 “Wild Wild West”

--“Thai Soap” 9 pm in the bedroom I like it because it is a good action
--“Talk Show” (VDO) movie with a good fighting scene in
-Titanic it, and also had a lot of special
August 10 1) I love the love effect to it.
--“Chinese Soap” story
--“Thai Soap” “Thai Comedy Show”
September 4 Didn’t like it very much (it wasn’t
August 12 4:15 pm in the funny). I just watch it because the
“Music Program” Ch. 7 bedroom guest was pretty.
I like to watch new music -Thai talk show
VDO. I like hosts of show “Concert Program”
I didn’t like it that much. The artist
August 14 September 5Channel wasn’t good.
--“Thai Soap” 5
It was OK. Nothing else 3:10 pm in the “Thai Comedy”
to watch. bedroom I like it because it is a funny
“Happy Birth’s Day” program.

190
August 15 Ch. 3 (Music Program)

--“Thai Soap” -Like the music “Thai Talk Show” Tee 10
It was OK. Nothing else The show talked about Guy Raping.
to watch. September 7 It was very sad. Then I watched
10 pm “Bang Bang Bang” (Thai music
August 16 -Like this talk show program like MTV). I liked the host
--“Thai Soap” because hosts; it was of the program and the music VDO
It was a rerun episode. It a good program were good and update.
was funny.
September 20 “Thai Soap”
August 17 --Talk Show (Thai) I liked the actor and actress in the
--“Thai Soap” Ch. 3 at 10 pm story. Then I watch Game Show
I liked the guest which was very good show but
August 18 speaker of the there were too many advertising on
--“Thai Soap” program. He talked it.
--“Talk Show” about his friendship.
I rent Thai movie to watch. I liked it
August 19 Sept. 21 a lot. I thought they did pretty good
--“Thai Soap” --“Shock Game” Ch. with producing and editing. I
3 wanted Thai people to make a good
August 20 It was an exciting movies so maybe someday we can
--“Thai Soap” program. They be an international market.
--News program always come up with
scary story. Movie: “Operation Dumbo Drop”
The story is about bring elephant
Concert—Thai Singer back to its village in the jungle.
Very fun, I haven’t Story about relationship of human
watch this for a long and animal. Very funny. I like it.
time. TEEN PROGRAM
I like the host. Teach you English
22 August too.
Variety Show
2:20 pm
Likes the talk show
part.
Student 11
1-11 2-11 3-11
10 August I watch British soccer Variety Show

Thai Soap Ch 9,About at 9:30 pm. 2:20 pm
same old story of people I like soccer a lot. Likes the talk show part.
life. The guy was so
stupid. Maybe they over On UBC at 1 pm “Thai Soap” at 8:15
translate from the book to I watched “My Best Good. It look so real.
make more sense for Friend’s Wedding”
some audience group. I Julia Roberts is so 9:30 am
liked most about one of pretty. “Dragon Ball”
the actress in this soap. It was Japanese cartoon. I liked
She was really good. 11 pm it a lot. I’ve been watching it for

191
“Movie Zone” so long.

11 August Ch. 9 The program about
“Sport Program Live” movie box office. 10 am Cartoon
The basketball game “Thai Cartoon about cooking. I got to
vs. Indonesia” Thai team “Game Show” 8 pm learn about cooking. But cartoon
won the game. It was so It was very funny. didn’t look that good at all.
exciting. Then I watched
special program for Movie “Zinbad” UBC at 12 pm
Queen’s birthday. 4 pm “Men in Black”
The story of Zinbad’s The story was too short but it was
12 August adventure. good. I watch it so many times.
--“Hello Holiday” (music
program) 7:30 pm Ch. 3 Shock Game
I liked it, because I liked News At 10 pm (game show)
music. There was a story It was fun program. Daring
of the singer that I like 2 pm on UBC people to do dangerous things.
airing on that day too. I watched “Jurassic
--Special program for Park” Renting VDO
Queen’s birthday on Ch. 5 It was interesting story “The Haunting”
at 9:30 pm because dinosaur was I just like the actress. She is so
--Story about a mother very real. beautiful. Story is O.K.
teaching her children to be
good. Good story. UBC at 9 pm
Watch “Spawn”
15 August I didn’t like it much. It
“Thai Soap” was good story, but
Good soap. It show graphic wasn’t that
different point of view good.
toward life, and the
consequences of the “The Mummy” 1 pm
parent that get too Good performed. I
protective with their child expect it to be funny,
which is not good. but it didn’t.
20 August
“Thai Soap”
Final episode of this soap.
Everybody get what they
deserved.

192
Student 12
1-12 2-12 3-12
10 August September 20 Oct 12 Ch. 3 at 10 pm

Thai Soap 6 pm UBC Movie: “Pretty Woman”
8:30-10 pm “Titanic” I liked the actor/actress in the
I like it because the acting is Good love story. movie. I want to be like this
good. I watched it so actress.
many times.
12 August Oct 13
Variety Show September 22 “Thai Soap” Ch.3 at 8:30 pm
10-11 pm 8 pm UBC Good comedy soap. It help to
“Air Force One” relax.
Queen’s Birthday Good action
Special program for stars and movie. Very Oct 15
their moms (like mother’s day) exciting. “Talk Show” Ch. 3 at 2:30
Good program. It’s
13 August September 25 entertaining, and very
News 6 pm UBC informative to us. It’s worth to
5:30-6 pm “Selena” watch it.
From true story.
14 August Very good. Oct 17
Thai Soap “Talk Show” Ch. 3 at 10 pm
10-11 am September 26 Good program. Presenting new
Comedy soap funny 10-11 pm stuffs all the time. Very creative
“Game Show” program.
Thai Soap --Good host.
11-12 am --Fun program. Oct 18
Actor is good and cute and did “Game Show” Ch. 5 at 10 pm
good job of impersonating a girl September 27 It is a very funny program. I like
7-8:40 pm the crown in the program,
Thai Soap “Notting Hill” because he is funny.
--Good love story.
6:30-7:15 pm --Good Oct 19 at 1 pm
Comedy soap; actor is very good. performed. “Music Program” Live
Good host and good music
15 August Show about VDO.
Thai Soap Mother’s Day
12-12:30 pm It was Oct 20
I like this soap a lot, gives you a overwhelming “Thai Soap” Ch. 7 at 8:30 pm
lot to think about and teaches because of how I liked it because it reflects
also. much love they people’s way of life. This soap
had for their show you the result of
18 August mothers. everything you did in the past
Variety Show (what you done in the past will
10-11 pm effect the result in the future).
continues from last week
Oct 21
Variety Show
2:20 pm
Likes the talk show part.

193
Student 13
1-13 2-13 2-13
August 10 Sept 18 at 11 pm Ch. 7 Oct 9 9:30-11 pm

“Music Program” noon “Music Program” Chinese Tradition
Ch. 7 Watch new music VDO. Soap
This was a good music Story about a Chinese
program. I got to learn a Sept 20 at 8:20 pm Ch. 5 gentleman that smart
lot about the artist. “Thai Soap” and good at Kung-Foo.
I like it.
“Music Program” 11:15 pm Oct 10 at 9-11 pm
Ch. 9 Sept 21 12:30 pm Ch. 7 “Thai Soap” (Channel
I saw many new lease I watch “Thai Talk Show.” It was 7)
music VDO. interesting. About a girl that like a
guy but never let him
August 11 Sept 22 12 am Ch. 7 know. She was very
“Thai Soap” 6:30 pm Ch. I watch music VDO on music nice to the guy, even
3 program. though he was very
The story was about a mean to her.
selfish lady. September 24
6 pm Oct 11 at 6-8 pm
Then at 7:30 pm Ch. 3 I Movie: Lolita “The Mummy”
watched the News. This is the movie that the actress The movie was very
is very young and sexy. good. It had a lot of
August 12 Emphasize on love and trick. If special effects to it.
At 2 pm I watched British you have love, you should not The location of the
soccer. have misunderstanding. scene in the movie
Comments: Bad acting. Too was good.
Then at 4 pm I watch Thai much immorality.
soccer team play. Oct 12 at 11:30 pm
September 24 “Pretty Woman”
August 13 at 8:30 pm 7 pm I liked the movie
“Thai Soap” Ch. 5 Thai Romance Movie because Julia Roberts
I liked it. There were a lot I like Thai actor and the Thai is pretty. Richard is
of good actors and scene. This is a story about true too old but over all
actresses. love. about the story was
Comments: Well presented good.
At 10:20 pm Ch. 7 about Thai culture. Good pick for
“Talk Show” location. Oct 13 at 10 pm-1 am
I just watch it because I Savage (Channel 3)
have nothing better to do. September 26 I didn’t like it.
I watch it only when I 10 pm Oct 18 (Ch. 9)
interested about the guest Golf Program “Music Program”
on the show. Golf is fun (if you really watch it). I watched it because I
Every player play their best liked the host. She
12:20 am Ch. 7 (good money reward). was so cute.
“Music Program” Comment: This is like problem
I just watch the music solving so you can reach Oct 19 (Ch. 3)
VDO. success. I like golf. High prizes “Thai Soap”
for the winner. Soap about selfish
August 14 at 11:30 pm lady. It make me think

194
“Music Program” on UBC Soccer match that this world would

I watch music VDO. There So fun! Cheer. go crazy if there were
were wide variety on this too many selfish
program. Sep. 25 people.
“Speed” (American movie)
August 14 at 7:30 pm Ch. at 10 pm Oct 19
3 I liked this movie because the American Movie
I watch live sport program. main actor. I watched it so many 10:40-12:00 pm
times. This movie is a movie
August 15 at 10 pm UBC that can’t find out
I watch British soccer. I Sep. 26 who’s the killer. But at
really like it. “Deep Impact” (American movie) the end, the heroine
It was violence in the movie but turn out to be a killer to
August 17 2 pm UBC that made it exciting. I like it. protect herself. Very
I watch British soccer. I long movie, too long,
like it. Sep. 30 very stress, and I feel
Chinese Soap at 4 pm so sleepy.
August 17 at 4:30 pm on Story about justice. It was good.
Ch. 3 Oct 18 at 10 pm Ch. 5
I watch Japanese cartoon. Game Show
I like cartoon. --Funny
--Really help me to
August 18 at 8:30 pm relieve stress
“Thai Soap” Ch. 5
Interesting story about
love, and there were a lot
of actors and actresses.
Student 14
1-14 2-14 2-16
16 August 10 Sept VDO movie: The Thin Red

8:15 pm News Line
I felt so sorry for the Watch in room Opinion: Similar to Saving
actress. Her acting is Interviewing the prof. of Private Ryan
excellent. The actor is Thai university. News of
good. He always listen to Thai girl harassed by Movie: Blue Thunder
his mom and always pick Kuwait’s diplomat. I like American movie. Good
on the actress. Opinion: more new story.
news and interview
17, Aug. Soccer match: Sea Game
6:30 pm Sea Game Thai vs. Singapore I love
This is a fun story. Help Sepatrago game Thailand.
you reduce stress. The between Thailand and
main character is very Malaysia. Thailand won Chinese series
stingy, but it’s fun. 2 games in a row: 15-2
and 15-4 Video movie: Dying Young
18 Aug. I like the script of the actor.
8:15 am Sea Game (Thai people always think that

195
This story has good story Swimming competition in order to have good movie,
line. Let you think about you need tons of money.)
your parents. You should News
force them to do something News about business, Movie: Payback
too much. Just let them do rape of college girl (I I like action movie.
what they wish and hate the people who did
everything will be fine. this). I like the way they 13 Oct
present the news. News
19, Aug. I like news.
8:15 pm News
This is the end part of the I like this news. It has VDO: Chinese series
soap. Happy ending. discussion about news I don’t want to wait for it to
Everyone understand one by experts. A lot of come on TV, so I rent it. I love
another and accept one good news. the story.
another.
News Digest Music Program
20, Aug. Interview with Thai I like to listen to music and
10 pm politician about business watch music video.
Rent VDO: I Know What in Thailand. Opinion: I
You Did Last Summer II like the host. Movie: Phenomenon
Very interesting Opinion: Watch it many times.
story/suspense. You don’t Variety Show I like John Travolta. I love the
know who’s the killer. Opinion: Contain many story line.
Actor is handsome. part. I like the real TV,
and comedy part. Thai Soap
Movie: Phenomenon About mother, story that praise
Opinion: Watch it many Midnight News mother.
times. I like John Travolta.
I love the story line. Talk Show Police/Criminal Program
This is talk show festival Opinion: Bring old case and
Thai Soap time. Opinion: Like talk show it and explain and solve
About mother, story that show, give you it.
praise mother. knowledge.
Soccer games
Police/Criminal Program Music program Manchester United vs. Shelfiew
Opinion: Bring old case A lot of music video. It Wednesday
and show it and explain show you new
and solve it. technique.
Student 15
1-15 2-15 3-15
“Thai Soap” Ch. 7 at 9 Sept 5 Oct 9 at 9:30-11 pm

pm Thai Soap --Rented American movie
Story about classes of 8:30 pm Good funny story and special
people in Thai society. The story about effect
You can’t really say that murdering and fighting. --News Program
rich and educated are It was so exciting. Give you update of the world
nice people or people

196
that came from nice Chinese movie Oct 10 at 9-10 pm

parent that will turn out 8:30-10:00 pm --“Thai Soap” Ch. 7
good also. The story is so exciting. The main actress performed very
It’s about a guy running well.
Special program on away from police. He is --10 pm-12 am “Game Show”
Queen’s Birthday too good to be caught. Good game show
The story about
relationship between a “Chinese Tradition Oct 11 at 9 am-11 am
mother and her children. Soap” --Rented American move: “At First
Mother worked hard for 5:30-6:10 pm Sight”
her children and try to This story is about It was good story. It made me cry.
teach them to be good. justice. The judge is --9 pm-midnight “The Mummy”
Also shows the giving trying to fight and end Good special effect.
and forgiving heart of a the crimes for the
mother. people. Good story Oct 12
about justice. The main --Music Program
“Thai Talk Show” Ch. 7 character is very smart. --Special program for Mother Day
at 10:30 pm Opinion: If you are
Good variety, full of good, someone will Oct 13
good educated topic and help you. --Thai movie
good amount of Good love story. Make a lot of
entertainment also. I Rent VDO money, even though it only been in
also like the host a lot. 8-9 pm the theater for ten days.
He made the program Scared movie that film
more smooth and relax. about killing, murder. It Oct 14
was so gross. Very --Japanese cartoon at 9:30-9:55
August 16 at 5 pm scary, no censor at all. am
Rent VDO: “Payback” It was good. Help to relax.
--Good movie Independence Day --At 10 pm, watch American
--Exciting Cable movie: “Seven Years in Tibet”
--The main character Big and famous movie. Ch. 7
was very smart Have a lot of special I liked Brad Pitt.
effects. Opinion: If
August 17 at 8:30 pm there’s problem and Oct 15
“Thai Soap” you try to solve it, it will --Rented VDO “Wild Wild West” at
The story was about eventually be solve. 3 pm
being grateful to others. Good story and casts.
Sept 19, 1999 --Rented “Scream”
August 18 at 11:40 pm --“Chinese program” Very scared, it made me curious.
“Music Program” 4:30 pm
I help to relax a lot and I About justice Oct 16
got to watch music VDO --“Thai Soap” 6:30 pm --“Thai Soap” Ch. 7 at 9 pm
The actor is very stingy, Stupid story
August 19 save too much; not a --“Talk Show” Ch. 7
“Thai Soap” good way to save Good program. I got a lot of
8:30 pm in room money. interesting thoughts after I watch
I’m so overwhelmed with this program.
the actor because he Sept 20
loves his friend. Sea Game 10:15 pm Oct 17 at 9 pm Ch. 7
Cheering for all the --“Thai Soap”
August 20 athletes. All the Stupid story again

197
“Thai Soap” athletes show his/her --“Talk Show” at 10 pm Ch. 3

8:30 pm in room ability. Very relaxing Good program
I love the actor because and reduce stress --“Music Program” Ch. 9 at 11 pm
he is very grateful. I like music program.
Sept 18
Comedy Program 11
pm
--very relaxing

198
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1 3 .7
0
1 .7
0
1 .
9
3
.0
1 1 .6
3 .6
3 .9
2
4
.0
2
1 5 .9
7
1 .9
7
1 .7
0
6
.0
3
1 1 .6
3 .6
3 .3
4
6
.0
4
1 1 .6
3 .6
3 .9
7
6
.0
5
1 3
.0
6
1 1 3
.6 3
.6
.0
7
1 2 .1
7 .1
7
.0
8
1 1 .6
3 .6
3 .9
2
.0
9
1 1 .6
3 .6
3 .4
6
9
.
0
2 1 .6
3 .6
3 0
ta
o
T 8
2 0 0
g m
o
d
is
W
n
-K
u m
tn
e
c rF c r P
e
P n
y
c
e
u
q tn
e
c lid
a
V
li
a
V 1
.0 2 7 d
.1 .1
7 7
.1
.0
2 3 .7
0
1 .7
0
1 .9
7
1
.0
3 3 .7
0
1 .7
0
1 .6
8
2
.0
4 2 .1
7 .1
7 .7
5
3
.0
5 3 .7
0
1 .7
0
1 .
6
4
.0
6 5 .9
7
1 .9
7
1 .3
4
6
.0
7 2 .1
7 .1
7 .4
1
7
.0
8 1 .6
3 .6
3 .0
5
7
.0
9 1 .6
3 .6
3 .6
8
7
.0
2
1 3 .7
0
1 0 .7
0
1 .3
9
8
.0
4
1 1 .6
3 0 .6
3 .
2
9
.0
5
1 1 .6
3 0 .6
3 .4
6
9
.0
7
1 11
.
0 .6
3 0 .6
3 0
.
0
1 ta
o
T .
0
1 8
2 0 l 0

203
m
e
u
tn
e
c P
e P t qV
e lid
a
li
a
V .0
1 1 3
.6 3
.6 3
.6
.0
4 4 .3
4
1 .3
4
1 .9
7
1
.0
5 4 .3
4
1 .3
4
1 .1
2
3
.0
6 2 .1
7 .1
7 .
9
3
.0
7 3 .7
0
1 .7
0
1 .
0
5
.0
8 5 .9
7
1
.0
9 3
.0
2
1 1 3
.6 3
.6
.0
3
1 1 .6
3 .6
3 8
.7
5
.0
4
1 1 .6
3 .6
3 .3
9
8
.0
5
1 2 .1
7 .1
7 .4
6
9
.0
6
1 1 .6
3 .6
3 0
ta
o
T 8
2 0 0
u r e
S
u
C
rF r
e
P n
y
c
e
u
q e
P
lid
a
V n
e
c trc
n
e
li
a
V 1
.0 2 7 d
.1 .1
7 7
.1
.0
2 2 .1
7 .1
7 .3
4
1
.0
3 2 .1
7 .1
7 .4
1
2
.0
4 2 .1
7 .1
7 .6
8
2
.0
7 1 .6
3 .6
3 .1
2
3
.0
8 2 .1
7 .1
7 .
9
3
.
0
1 1 .6
3 0 .6
3 .9
2
4
.0
1 1 .6
3 0 .6
3 .
6
4
.0
3
1 2 .1
7 0 .1
7 .6
3
5
.0
6
1 1 .6
3 0 .6
3 .1
7
5
.0
7
1 2 .1
7 0 .1
7 .3
4
6
.0
8
1 5 .9
7
1 0 .9
7
1 .1
2
8
.0
9
1 3 .7
0
1 0 .7
0
1 .
2
9
.
0
2 21
.
0 .1
7 0 .1
7 0
.
0
1 ta
o
T .
0
1 8
2 0 l 0

204
se
u
ta
S
-W h la
u e
v til
a
tn
e
c P n
e c qV
e lid
a
li
a
V 1
.0 1 3
.6 3
.6 3
.6
.0
4 1 .6
3 .6
3 .1
7
.0
8 1 .6
3 .6
3 .7
0
1
.0
9 1 .6
3 .6
3 .3
4
1
.0
1 1 .6
3 .6
3 .9
7
1
.0
4
1 3 .7
0
1
.0
5
1 1 .6
3 3
.6
.0
6
1 2 .1
7 .1
7
.0
7
1 1 .6
3 .6
3 4
.9
2
.0
8
1 6 .4
1
2 .4
1
2 .3
4
6
.0
9
1 3 .7
0
1 .7
0
1 .0
5
7
.
0
2 7 .0
5
2 .0
5
2 0
ta
o
T 8
2 0 0
c n ee o
d
Im
-
u
C
rF r
e
P cy
n
e
u
q e
P
lid
a
V n
ce trce
n
li
a
V 1
.0 1 3 d
.6 .6
3 3
.6
.0
2 2 .1
7 .1
7 .7
0
1
.0
3 1 .6
3 .6
3 .3
4
1
.0
4 3 .7
0
1 .7
0
1 .0
5
2
.0
5 3 .7
0
1 .7
0
1 .7
5
3
.0
6 2 .1
7 .1
7 .9
2
4
.0
7 3 .7
0
1 .7
0
1 .6
3
5
.0
8 2 .1
7 .1
7 .7
0
6
.0
9 3 .7
0
1 .7
0
1 .4
1
7
.0
1 2 .1
7 0 .1
7 .6
8
7
.0
2
1 3 .7
0
1 0 .7
0
1 .3
9
8
.0
3
1 1 .6
3 0 .6
3 .
2
9
.0
5
1 1 .6
3 0 .6
3 .4
6
9
.0
6
1 11
.
0 .6
3 0 .6
3 0
.
0
1 ta
o
T .
0
1 8
2 0 l 0

205
e I-
lav
e
ti u
tn
e
c P r t e
P r lid e
a
V n
l
a
V 1
.0 1 3
.6 3
.6 3
.6 d
.0
2 4 .3
4
1 .3
4
1 .9
7
1
.0
4 1 .6
3 .6
3 .4
1
2
.0
5 1 .6
3 .6
3 .0
5
2
.0
6 1 .6
3 .6
3 .6
8
2
.0
7 1 .6
3 .6
3 .1
2
3
.0
8 2 .1
7 .1
7 .
9
3
.0
9 3 .7
0
1 .7
0
1 .
0
5
.
0
1 2 .1
7 .1
7
.0
1 2 .1
7 .1
7
.0
2
1 2 .1
7 .1
7
.0
3
1 3 .7
0
1 .7
0
1 8
.1
2
.0
4
1 2 .1
7 .1
7 .3
9
8
.0
5
1 1 .6
3 .6
3 .
2
9
.0
9
1 2 .1
7 .1
7 0
t
o
T 8
2 0 0 l
q
E lity
tn
e
c P n
e r c r r lid
a
V
l
a
V 3
.0 1 3
.6 3
.6 3
.6 d
.0
4 2 .1
7 .1
7 .7
0
1
.0
5 1 .6
3 .6
3 .3
4
1
.0
8 2 .1
7 .1
7 .4
1
2
.0
9 1 .6
3 .6
3
.
0
1 1 .6
3 .6
3 0
.
1 6 0
.
2
1 1 .6
3 .6
3 0
.
3
1 3 0
.
4
1 3 0
.
5
1 4 0
.
6
1 2 7
.1 7
.1 0
.
7
1 1 .6
3 .6
3 0 0
t
o
T 8
2 0 0 l

206
f s e L s
e
c
u
S
t tn
e
c P c
n
e qV
e lid
a
li
a
V 2
.0 2 7
.1 .1
7 7
.1
.0
3 7 .0
5
2 .0
5
2 .1
2
3
.0
4 1 .6
3 .6
3 .7
5
3
.0
5 2 .1
7 .1
7 .9
2
4
.0
6 4 .3
4
1 .3
4
1 5
.1
7
.0
7 2 .1
7 .1
7 .3
4
6
.0
8 1 .6
3 .6
3 .9
7
6
.
0
1 2 .1
7 .1
7
.0
1 1 .6
3 .6
3
.0
2
1 2 .1
7 .1
7
.0
3
1 1 .6
3 .6
3 8
.3
9
.0
6
1 2 .1
7 .1
7 .4
6
9
.0
7
1 1 .6
3 .6
3 0
ta
o
T 8
2 0 0
y
rit s u is i m e a F
u C
tn
e
c e
n c P r r lid
a
V
l
a
V 1
.0 7 2
.0
5 2
.0
5 2
.0
5 d
.0
2 6 .4
1
2 .4
1
2 .
6
4
.0
3 3 .7
0
1 .7
0
1 .1
7
5
.0
4 1 .6
3 .6
3 .7
0
6
.0
5 1 .6
3 .6
3 .3
4
6
.0
6 2 .1
7 .1
7 .4
1
7
.0
7 1 .6
3 .6
3 .0
5
7
.0
8 2 .1
7 .1
7 .1
2
8
.0
9 1 .6
3 .6
3 .7
5
8
.
1 2 .1
7 .1
7 .
2
9 0
.
3
1 1 .6
3 .6
3 .4
6
9 0
.
5
1 1 0 3
1 .6 .6
3 0
t
o
T 8
2 0 0 l

207
u
e
P tn
e
c P t qV
e lid
a
li
a
V 1
.0 1 3
.6 3
.6 3
.6
.0
9 1 .6
3 .6
3 .1
7
.
0
1 1 .6
3 .6
3 .7
0
1
.0
2
1 2 .1
7 .1
7 .9
7
1
.0
3
1 1 .6
3 .6
3 .4
1
2
.0
4
1 2 .1
7 .1
7
.0
5
1 1 .6
3 .6
3
.0
7
1 2 .1
7 .1
7
.0
8
1 4 .3
4
1 .3
4
1 5
.6
3
.0
9
1 6 .4
1
2 .4
1
2 .0
5
7
.
0
2 7 .0
5
2 .0
5
2 0
ta
o
T 8
2 0 0
u
C
rF r
e
P n
y
c
e
u
q e
P
lid
a
V n
e
c trc
n
e
li
a
V 1
.0 3 1 d
.7
0 .7
0
1 1
.7
0
.0
2 1 .6
3 .6
3 .3
4
1
.0
3 2 .1
7 .1
7 .4
1
2
.0
4 1 .6
3 .6
3 .0
5
2
.0
8 1 .6
3 .6
3 .6
8
2
.
0
1 4 .3
4
1 0 .3
4
1 .9
2
4
.0
1 1 .6
3 0 .6
3 .
6
4
.0
2
1 2 .1
7 0 .1
7 .6
3
5
.0
4
1 2 .1
7 0 .1
7 .7
0
6
.0
5
1 1 .6
3 0 .6
3 .3
4
6
.0
7
1 2 .1
7 0 .1
7 .4
1
7
.0
8
1 1 .6
3 0 .6
3 .0
5
7
.0
9
1 2 .1
7 0 .1
7 .1
2
8
.
0
2 51
.
0 .9
7
1 0 .9
7
1 0
.
0
1 ta
o
T .
0
1 8
2 0 l 0

208
Instrumental values frequencies

l e o
r
C u
lid
a
V q
e e
P
li
a
V 1
.0 1 3
.6 3
.6 3
.6
.0
3 3 .7
0
1 .7
0
1 .3
4
1
.0
4 3 .7
0
1 .7
0
1 .0
5
2
.0
5 2 .1
7 .1
7 .1
2
3
.0
6 2 .1
7 .1
7 .
9
3
.0
7 1 .6
3 .6
3 .9
2
4
.0
8 1 .6
3 .6
3 .
6
4
.
2
1 1 .6
3 .6
3 .
0
5 0
.
3
1 1 .6
3 .6
3 .6
3
5 0
.
5
1 1 .6
3 .6
3 .1
7
5 0
.0
6
1 1 .6
3 .6
3 .7
0
6
.0
8
1 1 .6
3 .6
3 .3
4
6
.0
9
1 2 .1
7 .1
7
.
0
2 3
.0
1
2 2 7
.1 7
.1
.0
2 2 .1
7 .1
7
.0
3
2 1 .6
3 .6
3 0
ta
o
T 8
2 0 0
tn
r
F n
ce lid
a
V eyn
u c c P
r
e
li
a
V 1
.0 5 1
.9
7 1
.9
7 1
.9
7
.0
2 1 .6
3 .6
3 .4
1
2
.0
3 3 .7
0
1 .7
0
1 .1
2
3
.0
4 2 .1
7 .1
7 .
9
3
.0
5 3 .7
0
1 .7
0
1 .
0
5
.0
7 3 .7
0
1 .7
0
1
.0
8 1 .6
3 .6
3
.0
9 1 .6
3 .6
3
.
1 1 .6
3 .6
3 7
.4
1 0
.
2
1 1 .6
3 .6
3 .0
5
7 0
.
3
1 2 .1
7 .1
7 .1
2
8 0
.
4
1 1 .6
3 .6
3 .7
5
8 0
.
8
1 1 .6
3 .6
3 0
.
1
2 2 .1
7 .1
7 0
.
3
2 1 .6
3 .6
3 0 0
t
o
T 8
2 0 0 l

209
u rt
p
o a s it
n t t n
o
v
i
s
lav
e
ti
t V
lid
a r e c
P r r n
e
l
a
V 1
.0 1 3
.6 3
.6 3
.6 d
.0
2 3 .7
0
1 .7
0
1 .3
4
1
.0
4 1 .6
3 .6
3 .9
7
1
.0
5 2 .1
7 .1
7 .0
5
2
.0
9 1 .6
3 .6
3 .6
8
2
.
0
1 1 .6
3 3
.1
2 0 .6
3
.
1 1 .6
3 .7
5
3 .6
3 0
.
2
1 .7
0
1 31
.7
0 .
6
4 0
.
3
1 1 3
.6 3
.6 .5
0 0
.
4
1 1 .6
3 .6
3 .6
3
5 0
.
5
1 3 .7
0
1 .7
0
1 .3
4
6 0
.
6
1 1 .6
3 .6
3 .9
7
6 0
.
7
1 1 .6
3 .6
3 .4
1
7 0
.
9
1 2 .1
7 .1
7 .6
8
7 0
.
0
2 3 .7
0
1 .7
0
1 .3
9
8 0
.
1
2 1 .6
3 .6
3 .
2
9 0
.
2 1 .6
3 .6
3 .4
6
9 0
.
3
2 11.
0 .6
3 .6
3 0 0
.
0
1 t
o
T .
0
1 8
2 0 0 l
o n
e
d
t
e
P t reu t r
e
P lid
a
V y
c
n
liV
a 2
.0 1 .6
3 3
.6 3
.6
.0
6 3 .7
0
1 .7
0
1 .3
4
1
.0
7 2 .1
7 .1
7 .4
1
2
.0
8 2 .1
7 .1
7 .6
8
2
.0
9 2 .1
7 .1
7 .7
5
3
.
0
1 3 .7
0
1 .7
0
1 .
6
4 0
.
1 1 .6
3 .6
3 .
0
5 0
.0
3
1 1 .6
3 .6
3 .6
3
5
.0
4
1 2 .1
7 .1
7 .7
0
6
.0
5
1 3 .7
0
1 .7
0
1 .4
1
7
.0
6
1 2 .1
7 .1
7 .6
8
7
.0
7
1 1 .6
3 .6
3
.0
8
1 1 .6
3 .6
3
.
0
2 1 .6
3 .6
3
.0
1
2 1 .6
3 .6
3
.0
2 1 .6
3 .6
3
.0
3
2 1 .6
3 .6
3 0
ta
o
T 8
2 0 0

210
n t d
n
u
n
cet e
P
lid
a
V trce
n r r
l
a
V 3
.0 2 7
.1 7
.1 7
.1 d
.0
5 2 .1
7 .1
7 .3
4
1
.0
6 1 .6
3 .6
3 .9
7
1
.0
7 2 .1
7 .1
7 .0
5
2
.0
8 3 .7
0
1 .7
0
1 .7
5
3
.0
9 1 .6
3 .6
3 .
9
3
.
0
1 2 .1
7 .1
7 .
6
4 0
.
1 3 .7
0
1 .7
0
1 .1
7
5 0
.
2
1 3 .7
0
1 .7
0
1 .9
7
6 0
.
3
1 1 .6
3 .6
3 .4
1
7 0
.
5
1 2 .1
7 .1
7 .6
8
7 0
.
7
1 3 .7
0
1 .7
0
1 0
.
9
1 2 .1
7 .1
7 0
.
2 1 .6
3 .6
3 0 0
t
o
T 8
2 0 0 l
a
C le
b
lav
e
ti
lid
a
V e
P t r r r c
l
a
V 1
.0 3 1
.7
0 1
.7
0 1
.7
0 d
.0
3 2 .1
7 .1
7 .9
7
1
.0
4 1 .6
3 .6
3 .4
1
2
.0
5 1 .6
3 .6
3 .0
5
2
.0
6 1 .6
3 .6
3 .6
8
2
.0
8 1 .6
3 .6
3 .1
2
3
.0
9 2 .1
7 .1
7 .
9
3
.
1 1 .6
3 .6
3 .9
2
4 0
.
2
1 1 .6
3 .6
3 .
6
4 0
.
4
1 1 .6
3 .6
3 .
0
5 0
.
6
1 2 .1
7 .1
7 .1
7
5 0
.
7
1 1 .6
3 .6
3 .7
0
6 0
.
8
1 2 .1
7 .1
7 .9
7
6 0
.
9
1 3 .7
0
1 .7
0
1 .6
8
7 0
.
0
2 1 .6
3 .6
3 .1
2
8 0
.
1
2 2 .1
7 .1
7 .3
9
8 0
.
2 2 .1
7 .1
7 .4
6
9 0
.
3
2 11
.
0 .6
3 .6
3 0 0
.
0
1 t
o
T .
0
1 8
2 0 0 l

211
-tu
lm
a
C s o
i
q
e ct e
u lid
a
V n
e r e
P
l
a
V 3
.0 2 7
.1 7
.1 7
.1 d
.0
4 1 .6
3 .6
3 .7
0
1
.0
6 1 .6
3 .6
3 .3
4
1
.0
7 1 .6
3 .6
3 .9
7
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Appendix Four
Reports of focus groups
Contents Page
11 August 1999 meeting 221
3 September 1999 meeting 222
27 October 1999 meeting 224
1 December 1999 meeting 225
8 January 2000 financial report 226

221
Report: 11 Aug 99 Page one/one

222
Report: 3 Sept 99 Page one/two

223
Report: 3 Sept 99 Page two/two

224
Report: 27 October 99 Page one/one

225
Report: 1 Dec 99 Page one/one

226
Report: 8 January 2000 Page one/one

227
Appendix Five
Films viewed by Thai students
Film title/Year of release Genre
Air Bud - 1997 SciFi, Action
Air Force One - 1997 Action, thriller
Armageddon - 1998 SciFi, Action
At First Sight - 1999 Drama, romance
Big Daddy - 1999 Comedy
Blair Witch Project - 1999 Drama
Blue Thunder - 1984 Action, thriller
Deep Impact - 1998 Sci Fi, action
Devil’s Advocate - 1997 Drama, Horror
Double Team - 1997 Action, thriller
Dragon Ball Z - 1996 Animation, fantasy
Dying Young - 1991 Drama, romance
Face Off - 1997 Action, thriller
Fugitive, The - 1998 Action, adventure
Good Morning
Vietnam - 1987 Comedy, drama
Great Expectations - 1998 Drama, romance
Idle Hands - 1999 Comedy, horror
I Know What You Did
Last Summer – 1997 Horror, mystery, thriller

228
I Still Know What You Did
Last Summer – 1998 Horror, mystery, thriller
In Love and War – 1996 Drama, romance, war
Independence Day – 1996 Action, sci-fi
Jurassic Park – 1993 Action, sci-fi
Lolita – 1997 Romance, drama
Matrix – 1999 Action, thriller, sci fi
Men in Black – 1997 Action, comedy, sci fi
Mother, May I Sleep
with Danger? – 1996 Thriller
Mrs Winterbourne – 1996 Comedy, romance
My Best Friend’s
Wedding – 1997 Comedy
The Mummy – 1999 Action
Never Been Kissed – 1999 Comedy, romance
Notting Hill – 1999- Comedy, romance, drama
Payback – 1999 Crime, thriller, drama
Phenomenon – 1996 Drama, romance, fantasy
Practical Magic – 1998 Drama, romance, fantasy
Pretty Woman – 1990 Comedy, romance
Romeo + Juliet – 1996 Action, drama, romance
Runaway Bride – 1997 Comedy, romance
Savage – 1995 Thriller
Scream – 1996 Horror, mystery, thriller
Scream 2 – 1997 Horror, mystery, thriller
Selena – 1997 Drama, musical

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Sixth Sense – 1999 Drama, horror, mystery
Spawn – 1997 Horror, mystery, thriller, fantasy
Speed – 1994 Drama, thriller
Star Wars – 1977 SciFi, action, adventure
The Haunting – 1963 Horror, thriller
There is Something
about Mary – 1998 Comedy, romance
Thin Red Line – 1998 Action
Vegas Vacation – 1997 Comedy
Wild Wild West – 1999 Comedy, action, romance
Titanic – 1997 Drama, romance
Films viewed by Thai students, comments, if written, in the media diaries were
reported in Chapter Four, Results of research.
Air Bud (1997) A young boy and a talented stray dog with an amazing basketball
playing ability become instant friends. Rebounding from his father's accidental death, 12-
year-old Josh Framm moves with his family to the small town of Fernfield, Washington.
The new kid in town, Josh has no friends and is too shy to try out for the school
basketball team. Instead he prefers to practice alone on an abandoned court, he
befriends a runaway golden retriever named Buddy. Josh is amazed when he realizes
that Buddy loves basketball...that is playing basketball...and he is GOOD! Josh
eventually makes the school team and Buddy is named the Team Mascot. Josh and
Buddy become the stars of halftime. Buddy's half-time talent draws media attention.
Unfortunately, when Buddy's mean former owner, Norm Snively, comes along with a

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scheme to cash in on the pup's celebrity, it looks like they are going to be separated.
Genre: SciFi, Action
Air Force One (1997) The President of the United States is on a journey home after
making a speech in Moscow. But on the journey, Russian hijackers take over the plane,
disguising themselves as newspaper reporters. They want the President to ring Moscow
and release General Redek. But they think that the President has escaped in the pod.
But the president is really still on board air force One attempting to regain control of the
plane and to rescue his wife and daughter. Genre: Action, thriller
Armageddon (1998) A giant, global-killing asteriod, like the one that killed off the
dinosaurs 65 million years ago is 18 days away from hitting the Earth. NASA's been
caught with their pants down and needs a new plan to stop the rock. They enlist the help
of Harry Stamper, an expert deep core driller, to train their astronauts and help them drill
into the asteroid and plant a nuclear bomb. But Harry figures the astronauts can't be
trained in time and opts to go with his own oil drilling crew. Genre: SciFi, Action
At First Sight (1999) A driven Manhattan architect, Amy, relaxes at a resort and falls for
the masseur, Virgil, blind since age 3 and assisted by his spinster sister. He helps Amy
hear and sense the world, giving her new spirit and a burst of creativity. Over the sister's
objections, Amy takes Virgil to New York for new, radical surgery. He regains his sight.
He's disoriented and must learn to process these new images. Finding his place in a
seeing world strains his relation with Amy; his absent father wants to connect with him
now that he can see; then, retinal disease threatens to undo the surgery. Can love
survive, will he find his new place and his old tranquillity, can Amy accommodate limits?
Genre: Drama, romance

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Big Daddy (1999) Sonny Koufax is 32 years old. He's a law school graduate. He's got a
nice apartment in Manhattan. There's just one problem. He does nothing, except sit on
his butt and live off an investment that was the result of a meager lawsuit he won a year
ago. But after his fed up girlfriend leaves him, he comes up with the ingenious idea to
adopt a five year old boy to showcase his newfound maturity. But things don't go as
planned, and Sonny finds himself the unlikely foster father that will change his
perspective on just looking out for himself. Genre: comedy
Blair Witch Project (1999) Three film students travel to Maryland to make a student film
about a local urban legend... The Blair Witch. The three went into the woods on a two-
day hike to find the Blair Witch, and never came back. One year later, the students film
and video was found in the woods. The footage was compiled and made into a movie.
The Blair Witch Project. Genre: Drama
Blue Thunder (1984): Lt. Frank Chaney of the LAPD is a maverick cop with unorthodox
methods who is assigned to the Blue Thunder Team, which uses a very advanced
gadget-filled helicopter in its fight against crime. "Blue Thunder" is capable of great
speed and maneuverability, can run silently in "whisper mode", and is armed with the
most powerful weapons in development. His partner is a fresh-faced rookie with the
improbable name of Wonderlove, and ground support is supplied by ex-athletes Ski and
Bubba, who drive a sophisticated van. Genre: Action, thriller
Deep Impact (1998) Young Leo Biederman joined his High School's Astronomy Club
more to be with Sarah Hotchner than to look into the skies. One night, a field study takes
place and Leo accidentally stumbles into one spot too many in a known group of stars.

232
The new comet is soon named Wolf-Biederman. Unfortunately, it races towards earth on
a direct collision course. In the meantime Jenny Learner, a NBC reporter, traces the
story of a minister's sex-scandal only to learn that "Ellie" is not exactly the name of a hot
lady, but more of a pretty hot event. Soon, the comets existance is announced officially.
The only chance of saving earth lies in blasting it off it's course... Genre: SciFi, Action
SciFi, Action SciFi, Action
Devil’s Advocate (1997) Kevin Lomax, a ruthless young Florida attorney that never lost
a case, is recruited by the most powerful law firm in the world. In spite of his mother's
disagreement, which compares New York City to Babylon, he accepts the offer and the
money that comes along. But soon, his wife starts feeling homesick as she witnesses
devilish apparitions. However, Kevin is sinking in his new cases and pays less and less
attention to his wife. His boss and mentor, John Milton, seems to always know how to
overcome every problem and that just freaks Kevin right off. Genre: Drama, Horror
Double Team (1997) Counter-terrorist Jack Quinn misses his target, Stavros, on the eve
of his final mission. From there, he is sent to "The Colony", a rebirth for presumed-dead
assassins. He breaks free from there, and seeks the aid of Yaz, a weapons dealer, for
his final battle with Stavros. Genre: Action, thriller
Dragon Ball Z (1996) The epic episodic adventure of Goku and the Z Warriors as they
defend the Earth and the Universe from super-powered fighters and monsters. The
series is a continuation of the original Dragon Ball, but focuses more on the intense,
multi-episode battles that the Z Warriors fight with their foes. The series shifts from
centering on Goku, midway, to that of his son, Gohan, as 30 years passes from the first
battle with Goku's brother, Radditz, to the final match between Goku and Uub. The

233
dubbed show currently runs on Cartoon Network in the popular Toonami block, in the
US. Genre: Japanese Animation, fantasy
Dying Young (1991) After she discovers that her boyfriend has betrayed her, Hilary
O'Neil is looking for a new start and a new job. She begins to work as a private nurse for
a young man suffering from blood cancer. Slowly, they fall in love, but they always know
their love cannot last because he is destined to die. Genre: Drama, romance
Face Off (1997) FBI Special Agent Sean Archer (Travolta) tries to find a biological
weapon placed in Los Angeles by a sadistic terrorist-for-hire and criminal mastermind
named Castor Troy (Cage). Archer has hunted Troy for the last 8 years, and is
consumed by revenge because Troy is responsible for the death of Archer's son. To do
this, Archer must "borrow" Troy's face using a surgical procedure to go undercover as
Troy, but things go wrong when Troy assumes the identity of Archer. Genre: Action,
thriller
Fugitive, The (1998) Wrongly convicted of murdering his wife, Dr. Richard Kimble
escapes from a prison bus and tries to find out why she was killed and who the murderer
really was. He is relentlessly pursued by Samuel Gerard, a U.S. Marshal, and is forced
to keep out of contact from any friends or relatives. However, his determination and
ingenuity soon produce results and he comes to the frightening realisation that he can
trust no one. Genre: Action, adventure, thriller
Good Morning Vietnam (1987) A new Disc Jockey is shipped from Crete to Vietnam to
bring humor to Armed Forces Radio. He turns the studio on it's ear and becomes wildly
popular with the troops but runs afoul of the middle management who think he isn't G.I.

234
enough. While he is off the air, he tries to meet Vietnamese especially girls, and begins
to have brushes with the real war that never appears on the radio. Genre: Comedy,
drama
Great Expectations (1998) Based on Charles Dickens' timeless tale, this is a story of
the love of a man for an unreachable woman. Updated to modern day New York City,
the story concerns a man of modest background who falls in love with a rich girl. But
when a mysterious benefactor greenlights the man to make his dreams come true,
everything done has the ultimate goal of making Estella fall in love with him... Genre:
Drama, romance
Idle Hands (1999) Seventeen year old slacker Anton Tobias wakes up one Halloween
morning to discover that both of his parents have been turned into two headless
Halloween decorations. After speaking to his equally irresponsible friends, Mick and
Pnub, he discovers that his right hand has a blood-thirsty mind of its own and is hell-bent
on wreaking havoc whether he likes it or not. Genre: Comedy, horror
I Know What You Did Last Summer (1997): Adaptation of Lois Duncan's thriller about
four teenagers trying to cover up a hit-and-run. Love Hewitt plays Julie, a high school
senior who goes trip with her friends and accidently hits a fisherman. They think he is
dead and dump him into the waters. But later they get a strange letter that says "I know
what you did last summer." Genre: Horror, mystery, thriller
I Still Know What You Did Last Summer (1998): Two years after the horrible incident,
Julie is back in college and is worse than ever having dreams about the killer. She gets
comfort from a new friend named Will. Julie's other friend Karla tries to hook the two of

235
them up and when she wins a trip to the Bahamas, she knows that it is perfect. But Ray
is still in the picture and Julie only goes as friends. Karla, her boyfriend Tyrell, Julie, and
Will take flight right before Ray encounters the fisherman again. He tries to tell Julie not
to leave but it is too late. Now in the Bahamas Julie is starting to lighten up and have fun.
Then suddenly things start going terribly wrong when a storm hits the Island and people
start to disappear. Ray takes a boat to the Island to warn Julie but will he make it on time
to save Julie again from the fisherman? Genre: Horror, mystery, thriller
In Love and War (1996) Reporter Ernest Hemingway is an ambulance driver in Italy
during World War I. While bravely risking his life in the line of duty, he is injured and
ends up in the hospital, where he falls in love with his nurse, Agnes von Kurowsky.
Genre: Drama, romance, war
Independence Day (1996) On July 2nd, communications systems worldwide are sent
into chaos by a strange atmospheric interference. It is soon learned by the military that a
number of enormous objects are on a collision course with Earth. At first thought to be
meteors, they are later revealed to be gigantic spacecraft, piloted by a mysterious alien
species. After attempts to communicate with the aliens go nowhere, David Levinson, an
ex-scientist turned cable technician, discovers that the aliens are going to attack major
points around the globe in less than a day. On July 3rd, the aliens all but obliterate New
York, Los Angeles, and Washington. The survivors set out in convoys towards Area 51,
a strange government testing ground where it is rumored the military has a captured
alien spacecraft of their own. The survivors devise a plan to fight back against the
enslaving aliens, and July 4th becomes the day humanity will fight for its freedom. July
4th is their Independence Day...Genre: Action, sci fi

236
Jurassic Park (1993) Scientists develop a means of bringing dinosaurs to life using
DNA taken from dino' blood, which has been preserved inside insects encased in amber.
Whilst Hammond is showing off his dinosaur 'theme park' to a selected audience [a
lawyer (Gerrano), mathematician (Malcolm), dino' expert (Grant), palaeobotanist (Sattler)
and his grandchildren (Tim & Lex)], Nedry (computer expert) disables the security
system so that he can make his escape with some stolen embryos. This enables all the
dinosaurs to escape their enclosures... Look out the dinosaurs are coming ! Genre:
Horror, sci fi, action
Lolita (1997) Humbert Humbert, a British professor, coming to the US to teach, rents a
room in Charlotte Haze's house, but only after he sees her 12 year-old daughter,
Dolores (Lolita), for whom he is immediately attracted. Though he hates the mother, he
marries her as the only way to be close to the girl, who will prove to be too mature for
her age. They start a journey together, trying to hide they're not just (step)father and
daughter, throughout the country, being followed by someone, which Humbert first thinks
to be from the police. The profound jealousy and maybe some guilt, from the forbidden
love, seem to slowly drive the man emotionally unstable. Genre: Drama, romance
Matrix (1999) In the near future, a computer hacker named Neo (Keanu Reeves)
discovers that all life on Earth may be nothing more than an elaborate facade created by
a malevolent cyber-intelligence, for the purpose of placating us while our life essence is
"farmed" to fuel the Matrix's campaign of domination in the "real" world. He joins like-
minded Rebel warriors Morpheus (Laurence Fishburne) and Trinity (Carrie Ann Moss) in
their struggle to overthrow the Matrix. Genre: Action, thriller, sci fi

237
Men in Black (1997) Men in Black follows the exploits of agents Kay (Jones) and Jay
(Smith), members of a top-secret organization established to monitor and police alien
activity on Earth. The two Men in Black find themselves in the middle of the deadly plot
by an intergalactic terrorist (Vincent D'Onofrio) who has arrived on Earth to assassinate
two ambassadors from opposing galaxies. In order to prevent worlds from colliding, the
MiB must track down the terrorist and prevent the destruction of Earth. It's just another
typical day for the Men in Black. Genre: Action, comedy, sci fi
Mother, May I Sleep with Danger? (1996) Laurel has the boyfriend of her dreams,
Kevin. He can and will do anything for her. He is totally devoted to her but the downside
is that he won't leave her alone. When she tries to get some distance he responds with
aggressiveness. It finally dawns on Laurel that he is not good for her. Laurel's mother
Jessica has already started to suspect that something is wrong with his background.
Genre: Thriller
Mrs Winterbourne (1996) A woman gets pregnant by her boyfriend, who then leaves
her. She boards a train, which crashes and she ends up in a hospital, mistakenly
identified as Patricia Winterbourne, a widow who's husband died in the train crash. She
comes to live with the rich family of her deceased "husband." Her new life is ruined when
the real father of her baby comes back. Genre: Comedy, romance
My Best Friend’s Wedding (1997) After Michael tells his best friend, Julianne that he is
getting married in four days, she goes straight to Chicago to help him get through. But
she has every intention to stop the wedding and steal the groom from Kimberly. Over the
next three days, she tries everything to split them up. Finally, on the day of the wedding,
Jules tells Mike she loves him and kisses him, but to her disadvantage, Kimmy is

238
watching them. Now Michael has to decide whom he loves most. Genre: Comedy,
romance
The Mummy (1999) In 1926, a group of archeologists stumble upon a tomb at
Hamunaptra. Inside this tomb the group finds the body of Imhotep, Pharoah Seti's priest
and one-time lover of Seti's mistress. However, when the group accidentally brings
Imhotep back to life, the results are fatal. Genre: Adventure, action
Never Been Kissed (1999) A copy editor in her early 20s gets her chance to become a
reporter at a Chicago daily. She's sent to do a feature on what cool high schoolers are
doing. To really find out, she goes undercover as a student. Back at school, she gets to
repair her own scarred teen psyche, as she was a total geek in her first go-around.
Genre: Comedy, romance
Notting Hill (1999) Every man's dream comes true for William Thacker, a successless
Notting Hill bookstore owner, when Anna Scott, the world's most beautiful woman and
best-liked actress, enters his shop. A little later, he still can't believe it himself, William
runs into her again - this time spilling orange juice over her. Anna accepts his offer to
change in his nearby apartment, and thanks him with a kiss, which seems to surprise her
even more than him. Eventually, Anna and William get to know each other better over
the months, but being together with the world's most wanted woman is not easy - neither
around your closest friends, nor in front of the all-devouring press. Genre: Comedy,
romance, drama
Payback (1999) Val Resnick and Porter, two small time bandits, hit a Chinese gang
together and manage to get $140,000. But Val Resnick needs 130 grand alone to buy

239
himself back into his syndication. So, Val turns on Porter together with Porter's wife
Lynn, who kills him with two shots in the back. But Porter survives and half a year later,
he is back, seeking his share of $70,000. When he finally finds Val, Porter quickly learns
that he has to go much further up the ladder in order to get his money from the guys who
have it: The syndication. Working alone can't be realized any more, so Porter teams up
with his flame and previous boss Rosie, a very exclusive prostitute. Together, they now
start playing the teams against each other. Genre: Crime, thriller, drama
Phenomenon (1996) As a result of an extraordinary occurrence, George's seemingly
unremarkable life takes a mystifying and wondrous turn. George has a sudden insatiable
appetite for learning, and begins to comprehend the beauty and intelligence of the
universe. Suspicious about the new-found power of George's mind, and apprehensive
about the riddle he has become, George's life-long friends begin to turn away from him.
But with the love and support of the cautious, yet caring, Lace (KYRA SEDGWICK),
George is able to see the larger picture of his place in the scheme of things, and to trust
the remarkable path of his life, in Touchstone Pictures' illuminating drama,
"Phenomenon." Genre: Drama, romance, fantasy
Practical Magic (1998) Sally (Sandra Bullock) and Gillian (Nicole Kidman) Owens have
always known they were different. Raised by their aunts (Dianne Wiest and Stockard
Channing) after their parents' death, the sisters grew up in a household that was
anything but typical--their aunts fed them chocolate cake for breakfast and taught them
the uses of practical magic. But the invocation of the Owens' sorcery also carries a price-
-some call it a curse: the men they fall in love with are doomed to an untimely death.
Now adult women with very different personalities, the quiet Sally and the fiery Gillian

240
must use all of their powers to fight the family curse and a swarm of supernatural forces
that threatens the lives of all the Owens women. Genre: Fantasy, mystery, romance
Pretty Woman (1990) Edward is a rich, ruthless businessman who specializes in taking
over companies and then selling them off piece by piece. He travels to Los Angeles for a
business trip and decides to hire a prostitute. They take a liking to each other and he
offers her money if she'll stay with him for an entire week while he makes the "rich and
famous" scene (since it doesn't do for a man of his stature to be alone at society parties
and polo matches). Romantic comedy (and complications) ensue. Genre: Comedy,
romance
Romeo + Juliet (1996) Shakespeare's famous play is updated to the hip modern suburb
of Verona still retaining its original dialogue. The gun-toting members of the families
wage a vicious war on the streets as the star-crossed lovers, their tragic destiny. Genre:
Action, drama, romance
Runaway Bride (1997) Ike Graham, New York columnist, writes his text always at the
last minute. This time, a drunken man in his favourite bar tells Ike about Maggie
Carpenter, a woman who always flees from her grooms in the last possible moment. Ike,
who does not have the best opinion about females anyway, writes an offensive column
without researching the subject thoroughly. The next day, Ike gets fired by his publisher
(and former wife), because he went too far and faked the facts, which real journalists
don't do. Ike's only way back into the business now is to do a fact-based report on
Maggie and her upcoming fourth wedding attempt, which Ike predicts to fail again. So,
as he circles her like a vulture his pray-to-be, Maggie's opinion of Ike sinks below zero.

241
Not only is Ike waiting for her to fail again but the whole town is poking fun at Maggie
about her mistakes. But that is a point which Ike doesn't like. Genre: Comedy, romance
Savage (1995) After his family is murdered, and he's left for dead, a farmer awakens in
the desert and finds himself transformed into a savage warrior, with all the powers and
skills of the ancient gods. Guided by his "spirit masters" he's given a mission; destroy
Tital Corporation, the world's most powerful high-tech computer company and its
ambitious leader, Michael Burroughs. Burrough's has discovered the technological
remains of an ancient race and a secret that will allow him to open the Vortex and
achieve immortality. Out in the desert, ancient powers collide with sophisticated
technology as the Savage and Burroughs meet in a titanic struggle that could destroy
mankind. Genre: Thriller, action
Scream (1996) A teenage girl (Neve Campbell) becomes the target of a killer who has
stalked and killed one of her classmates. A tabloid news reporter (Courtney Cox) is
determined to uncover the truth, insisting that the man who raped and killed Campbell's
mother one year earlier is the same man who is terrorizing her now. Campbell's
boyfriend (Skeet Ulrich) becomes the prime suspect. Genre: Horror, mystery, thriller
Scream 2 (1997) It has been two years since the tragic events at Woodsboro. Sidney
Prescott and Randy Meeks are trying to get on with their lives, and are currently both
students at Windsor College. Cotton Weary is out of prison, and is trying to cash in on
his unfortunate incarceration. Gale Weathers has written a bestseller, "The Woodsboro
Murders," which has been turned into the film, "Stab," starring Tori Spelling as Sidney.
As the film's play date approaches, the cycle of death begins anew. Dewey Riley
immediately flies out of Woodsboro to try to protect Sidney, his "surrogate sister." But in

242
this sequel to the 1996 horror film, the number of suspects only goes down as the body
count slowly goes up! Genre: Horror, mystery, thriller
Selena (1997) "Selena" tells the story of Latin Queen Selena Quintanilla-Perez, who
was the most popular Latin Singer at the time of her tragic death at the age of only 23
years in 1995. The film tells the story of the singer as she is accidently discovered by her
own father at the age of 10. Her life story takes off when Jennifer Lopez accurately
portrays Selena through her unforgettable concerts, her family struggles, and her secret
marriage to her guitarist Chris Perez. Genre: Drama, musical
Sixth Sense (1999) Malcom Crowe is a child psychologist who receives an award on
the same night that he is visited by a very unhappy ex-patient. After this encounter,
Crowe takes on the task of curing a young boy with the same ills as the ex-patient. This
boy "sees dead people". Crowe spends a lot of time with the boy (Cole) much to the
dismay of his wife. Cole's mom is at her wit's end with what to do about her son's
increasing problems. Crowe is the boy's only hope. Genre: Drama, horror, mystery,
thriller
Spawn (1997) An assassin named Al Simmons is double-crossed and murdered by his
evil boss Jason Wynn. Al makes a deal with the devil and returns to earth as Spawn to
see his wife. He is ordered by the devil's minion, The Clown, to kill Wynn. Wynn has
made a deal with the clown too and is suppose to destroy the world with a deadly virus
that will help start Armageddon and allow Hell to attack Heaven. Spawn must choose
between Good & Evil. Genre: Horror, mystery, thriller, fantasy

243
Speed (1994) LAPD cops Jack Traven and Harry Temple rescue a group of executives
trapped in a sabotaged elevator, thus foiling mad bomber Howard Payne's ransom
demands. In retaliation, Payne sets a new challenge for Traven: a bomb on a city bus
which will arm itself when the bus reaches 50 mph, and which will explode if the bus
drops below that speed or if any of the passengers try to escape. Genre: Action, thriller
Star Wars (1977) Part IV in a George Lucas epic, Star Wars: A New Hope opens with a
rebel ship being boarded by the tyrannical Darth Vader. The plot then follows the life of a
simple farmboy, Luke Skywalker, as he and his newly met allies (Han Solo, Chewbacca,
Ben Kenobi, C-3PO, R2-D2) attempt to rescue a rebel leader, Princess Leia, from the
clutches of the Empire. The conclusion is culminated as the Rebels, including Skywalker
and flying ace Wedge Antilles make an attack on the Empires most powerful and
ominous weapon, the Death Star. Genre: SciFi, action, adventure
The Haunting (1963) Dr. Markway, doing research to prove the existence of ghosts,
investigates Hill House, a large, eerie mansion with a lurid history of violent death and
insanity. With him are the skeptical young Luke, who stands to inherit the house, the
mysterious and clairvoyant Theodora and the insecure Eleanor, whose psychic abilities
make her feel somehow attuned to whatever spirits inhabit the old mansion. As time
goes by it becomes obvious that they have gotten more than they bargained for as the
ghostly presence in the house manifests itself in horrific and deadly ways. Genre:
Horror, thriller

244
There is Something about Mary (1998) Ted was a geek in high school, who was going
to go to the prom with one of the most popular girls in school, Mary. The prom date
never happened, because Ted had a very unusual accident. Thirteen years later he
realizes he is still in love with Mary, so he hires a private investigator to track her down.
That investigator discovers he too may be in love with Mary, so he gives Ted some false
information to keep him away from her. But soon Ted finds himself back into Mary's life,
as we watch one funny scene after another. Genre: Comedy, romance
Thin Red Line (1998) In World War II, the outcome of the battle of Guadalcanal will
strongly influence the Japanese's advance into the pacific. A group of young soldiers is
brought in as a relief for the battle-weary Marine units. The exhausting fight for a key-
positioned airfield that allows control over a 1000-mile radius puts the men of the Army
Rifle company C-for-Charlie through hell. The horrors of war forms the soldiers into a
tight-knit group, their emotions develop into bonds of love and even family. The reasons
for this war get further away as the world for the men gets smaller and smaller until their
fighting is for mere survival and the life of the other men with them. Genre: Action,
drama, war
Vegas Vacation (1997) The Griswolds head off for Las Vegas, as Clark got an extra
bonus for developing a food preservative. In the city of fortune, the family ties are once
again tested by forces of nature: Ellen finds herself tempted by Wayne Newton, Clark
manages to lose all the money the Griswolds own, Rusty, not being 21 years of age yet,
hits a lucky streak as Mr. Pappagiorgio and Audrey teams up with Cousin Eddie's
daughter Vickie to dance at very interesting night clubs. Also, the Griswolds nearly
cause the breaking of Hoover Dam, Clark meets some of Siegfried and Roy's white
tigers up close and Cousin Eddie, who now owns some land right out of Las Vegas,

245
gladly offers his helping hand. But the feeling of love and family will bring them all back
together again, be it richer or poorer than before - what does money matter anyway?
Genre: Comedy
Wild Wild West (1999) Jim West is a guns-a-blazing former Civil War hero. Artemus
Gordon is an inventive U.S. Marshal who excels in disguise. When the United States is
threatened by psychotic Confederate Arliss Loveless, President Ulysses Grant teams
the duo up to bring him to justice. On a hazard-packed train journey from Washington to
Utah, West and Gordon must combine their skills to best Loveless and his diabolical
machines. Genre: Action, western, comedy
Titanic (1997) Its name stirs the imagination... Titanic. The unsinkable ship. The
unimaginable catastrophe. The untold stories that lay in mystery two and a half miles
beneath the waves of the North Atlantic. What buried tale of love, bravery, treasure and
treachery, hidden by time and tragedy, waits here to be discovered? A beautiful socialite.
A penniless artist. A priceless diamond. A romance so passionate that nothing on earth
could stop it. A destiny so incredible that no one could have imagined it. A collision of
lives that could only have happened on Titanic, the ship of dreams. The secrets are
about to unfold... Genre: Drama, romance

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1

Television Impact on University Students

Copyright 2005 Daniel Henrich

University, in Chiangmai, Thailand. A combination of methodologies were utilized

including: A 75 question survey was used to determine television viewing genre

values that are uniquely Thai.

students with a group of 29 students at Payap University. A summary analysis was

Komin categorized as “smooth interpersonal relationship oriented” (1990a:197). These

responsive to situations and a 7 rank to 22 rank in self-controlled-restrained. A third

Copyright 2005 Daniel Henrich

size of the sample used in this present study.

Copyright 2005 Daniel Henrich

who allowed me to complete this study.

My colleagues at the university encouraged me and extended opportunities for me to

finished the study and in whose name I dedicate this thesis.

Copyright 2005 Daniel Henrich

TABLE OF CONTENTS PAGE

Chapter One: Introduction

Chapter Two - Literature Review and conceptual framework

Chapter Three - Methodology

Copyright 2005 Daniel Henrich

3.2.1 Accuracy of the sample ............................................. 46

Chapter Four – Results of the research

Copyright 2005 Daniel Henrich

4.6.1 Media diary summary .............................................. 103

Chapter Five – Interpretation of the research

Chapter Six – A critical evaluation of the study

Appendix One Research Instruments ............................................. 138

Appendix Two Instructions to research assistants........................... 149

Appendix Three Research results ..................................................... 160

Appendix Four Reports of student meetings with coordinators ........ 220

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8 January 2000 financial report ............................... 226

Appendix Five Films viewed by Thai students................................. 227

Table 3.1 Thai values unranked...................................................... 50

Table 5.1 Viewing comparison by genre ....................................... 111

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included solar panels, batteries and a video cassette recorder. Promoted as an

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worn and teens “ape” their heroes. (ibid)

assist in the data collection.

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There is a local English language cable network, United Broadcasting Corporation

not compatible with PAL.

1.1.2 Youth perspective

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because, it’s the inside that really counts.”

main form of nuclear and extended family entertainment (Robert 2001).

1.2 Need for the study

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Hindu nationalism and increased communal violence. Historically the “Mahabharat” is

and express themselves. A respected Indian fashion photographer (Doss 1997)

parents to select a marriage partner—following the traditional Indian practice of parents

choosing a marriage partner for their daughters! This seems to be contradicted by an

Reeboks and chewing Wrigley's gum".

Copyright 2005 Daniel Henrich

producing films with “…westernized, city-centric story-telling … with Hollywood inspired

for them (Doss 1997).

1.3 Research problem