ปัจจัยที่เอื้อต่อความสำเร็จในการจัดกิจกรรม "ลดเวลาเรียน เพิ่มเวลารู้" ของโรงเรียนสังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษา จังหวัดปัตตานี

Abstract

The purposes of this research were to 1) to examine states of implementation of "Moderate Class, More Knowledge" policy in schools under the primary educational service area offices in Pattani province 2) to study the factors in a group of teachers and students affecting the successful implemantation of "Moderate Class, More Knowledge" policy in schools under the primary educational service area offices in Pattani province. The sample were 748 persons divided into 248 teachers and 505 students with multi-stage random sampling. Research instrument including activitiess form of "Moderate Class, More Knowledge" as Phase I and the questionnaire of factors affecting the successful implementation of "Moderate Class, More Knowledge" policy in schools under the primary educational service area offices in Pattani province as Phase II. The analysis results showed In Phase 1, the results of practical activities of "Moderate Class, More Knowledge" in pilot school of Pattani province were; all of three area offices operated only thbrain development activities with high proportion, foolowed by the brain and skill development activitiess, the brain, skill, and and value development activities,respectively. In Phase Il, the results of a hieranchical multiple regression analysis found that 1) all five variables among teachers could have predicted successful implemantation of "Moderate Class, More Knowledge" equal to 70.00 percent. If found that the factors of the ability to organize activities of a teacher. Valuable to predict successful implemantation of "Moderate Class, More Knowledge" followed by factors fo evaluation and follow learners,factors of particapation of those involved, factors of executive in policy. And focters of executive leadership respectively. 2) all five variables among students could have predioted sucessful implemantation of "Moderate Class, More Knowledge" equal to 71.10 percent. If found that friend relationship factors valuable to predict successful implementation, followed by activities statisfaction factors, self confidenc factors, behavioral in pursuing learning factors, good attitude to activities factors, respectively.