การประเมินการใช้หลักสูตรการศึกษาขั้นพื้นฐาน พุทธศักราช 2551 สังกัดสำนักงานการศึกษาเอกชนจังหวัดสตูล

Abstract

There has been a requirement for private institutions to design and develop their educational curricula. The assessment of the implementation of the schools’ basic education curriculum is, therefore, necessary to revise the curriculum and improve its effectiveness. Hence, this mixed research methodology aimed to 1) study the use of basic education curricula, B.E. 2551 2) compare the use of the basic education curricula, B.E. 2551 based on the gender, educational levels, and work experiences, and 3) develop guidelines for developing the curriculum implementation. The CIPP model was used, which consists of four main dimensions, namely, context, input, process, and product (CIPP). The sample used in this study consists of 287 teachers of the private education institutions registered under the Office of the Private Education, Satun Province. And, 10 educational experts participated in this study. The main research instruments consisted of both questionnaires as well as a semi-structured interview. The collected data were analyzed by using a t-test, One-Way ANOVA, and content analysis. The results revealed as below; 1. the results of evaluation of implementation of basic educational core curriculum B.E. 2551 under the Office of the Private Education, Satun province by using the CIPP model, which includes context, input, process, and product, as below; 1) Context: The overall level and the level of each item regarding the implementation in an aspect of the context of basic educational core curriculum B.E.2551 under the Office of the Private Education, Satun province, as perceived by teachers was high. 2) Input: The overall level and the level of each item regarding the implementation in an aspect of the input of basic educational core curriculum B.E.2551 under the Office of the Private Education, Satun province, as perceived by teachers was high. 3) Process: The overall level and the level of each item regarding the implementation in an aspect of the curriculum administration and management of basic educational core curriculum B.E.2551 under the Office of the Private Education, Satun province, as perceived by teachers was high. 4) Product: The overall level and the level of each item regarding the implementation in an aspect of the product of basic educational core curriculum B.E.2551 under the Office of the Private Education, Satun province, as perceived by teachers was high. 1. The results of comparison of the implementation of basic educational core curriculum B.E.2551 under the Office of the Private Education, Satun province based on gender, work experiences, and educational levels as below; 1) The implementation of the basic core curriculum, B.E. 2551 as perceived by teachers based on their gender difference showed that there were no significant differences (p-value > 0.05) between males and females in the curricula implementation. 2) The implementation of the basic core curriculum, B.E. 2551 as perceived by teachers based on their difference in work experiences revealed that there were no significant differences (p-value > 0.05) between teachers who have different levels of work experiences. However, the result revealed that the curriculum implementation in an aspect of the process based on work experiences was found to be statistically significant. 3) The implementation of the basic core curriculum, B.E. 2551 as perceived by teachers based on their difference in educational levels revealed that there were no significant differences (p-value > 0.05) between teachers who have different levels of education.

3. Guidelines for developing the curriculum implementation revealed the following results; 1) Educational institutions should group similar key indicators to reduce the time spent during the process of conducting teaching and learning and also to develop an evaluation method, which is suitable to the school context. 2) Educational institutions should consider promoting the revision of the core curriculum to make it more responsive to the rapid change in the economy and society 3) Educational institutions should also disseminate and promote the core curriculum to the public. They also should ensure that the developed core curriculum was driven by the local’s policies and requirements. This research also suggested that the institution should ensure that there are sufficient computer laboratories to do research, and a flexible process of borrowing and returning the academic equipment. 4) Educational institutions should support the development of standard evaluation conducted by the core curriculum board committee and academics. Also, institutions should support curriculum planning and design, promote the integration of knowledge, and conduct classroom research. Other suggestions derived from this research findings were that institutions should also promote the sharing, discussing, and encouraging sharing of the opinion to improve the development of the core curriculum. 5) Educational institutions should continuously improve the quality and students’ performance.