การประเมินประสิทธิภาพการจัดการเรียนการสอนออนไลน์ของโรงเรียนในเขตพื้นที่การศึกษา ประถมศึกษานครศรีธรรมราช เขต 1

Abstract

The objectives of this study were 1) to assess the readiness of online learning management of schools in Nakhon Si Thammarat Primary Educational Service Area 1; 2) to assess the effectiveness of online learning management; 3) to compare the effectiveness of online learning management by personal factors and 4) to study the readiness factors affecting the effectiveness of online learning management. In this study, quantitative research method was used. The population was a total of 1,076 teachers in Nakhon Si Thammarat Primary Educational Service Area 1 and a questionnaire was used as a research instrument in collecting data from a sample of 300 teachers. The statistics used in data analysis were mean, frequency, percentage, t-test, variance and multiple regression analysis. The results showed that 1) The overall readiness of online learning management was at a high level. The readiness in terms of content (x ̅ = 3.53) showed the highest average score, followed by instructional media (x ̅ = 3.46), while environment (x ̅ = 3.34) showed the lowest average score. The overall level of process factors was at a medium level. The average scores in descending order were as follow: measurement and evaluation (x ̅ = 3.39) and teaching method (x ̅ = 3.38), respectively; 2) the overall effectiveness of online learning management was as a medium level. The effectiveness in terms of teacher’s intention in online learning management (x ̅ = 3.60) showed the highest average score, followed by electronic content in online learning management (x ̅ = 3.52), while students’ interest and intention in online learning management (x ̅ = 3.22) showed the lowest average score; 3) the hypothesis testing of personal factors revealed that different religions and school sizes had statistically different levels of effectiveness in online learning management at the 0.1 and .05 level and 4) there were 6 readiness factors affecting the effectiveness of online learning management. The readiness factors in terms of instructional media (β = 0.234) showed the highest average score, followed by measurement and evaluation (β = 0.186), while environment (β = 0.142) showed the lowest average score at statistical significance level of .01 and .05 levels. According to the findings, teachers should create the learning atmosphere that focuses on two-way communication in order to increase student participation.