|
งานวิจัย : โครงการประเมินผลการปฏิรูปการเรียนรู้จังหวัดขอนแก่น
An Evaluation of Education Reform in Khon Kaen Province.
|
|
โดย :
|
| |
บทคัดย่อ
ภาษาอังกฤษ
Abstract
The objectives of this research were to evaluate the success of learning
and teaching reform according to the Education Act 1999. The evaluation emphasized on : 1) behavioural change of students, teachers, and administrators, after the implementation of learning and teaching reform 2) the impact of learning and teaching reform on students, and 3) schools with different levels of success after the implementation of the 1999 Education Act . Data were obtained from schools in Khon Kaen Province. Eighteen schools were chosen by Simple Random Sampling approach. These schools provided basic education under different organizations: The General Education Department, the National Primary Education Office, the Office of the committee for private Education and the Municipality Office. A case study technique was used in order to investigate context and environment and the situations related to the learning and teaching reform at both classroom and school levels. The study also investigated learning process of: evaluation and evaluation, assessment, learning outcomes; the ability to apply gained knowledge, and factors that promoting or preventing of learning and teaching.
A qualitative approach was employed in order to collect data: interviews;
classroom observation; focus group discussions; open-ended questionnaire and personal diaries. The research team paid three visits per school. The earned data were analyzed by content analysis.
Findings
1) Factors and conditions.
1) Schools under different organizations showed some differences in personnels commitment to eagerness to development themselves.
2) Schools with different sizes seemed to put different emphases on learning and teaching reforms. Large size schools showed more readiness in reform and had clear direction when compared with small schools under the Office of Municipal Education and under National Primary Education .
3) Regarding readiness and characteristics of teachers it was found that teachers who were aware of education reform kept in touch with information. Also these teachers were those who felt that they received training experiences. Seventy percent of these teachers received training and performed their work more systematically. Age was also a factor contributing to learning and teaching reform in many schools. Teachers who were older than 50 years old seemed not to pay any attention to reform processes unless the administrators told them they must do it.
4) Students attending schools in the municipal area showed higher readiness than students from outbound schools.
5) Funding support from local organizations such as the municipality showed greater contribution to the schools development.
2. Learning process. It was found that teachers tried to adjust their teaching behavior in order to comply with the educational reform For example, by using different methods of teaching and evaluation. As for classroom research, some teachers paid attention to it but some viewed it as an extra workload. Schools established good relationship with their local community. As for personnel development some teachers did not receive effective training.
3. Learning outcomes. It was found that the implementation of learning and teaching reform had about a 20 percent success rate. And about fifty to sixty percent teachers felt that they improved their personalities and changed their behaviors. All samples agreed that it would take ten years to reach the goal of the learning and teaching reform.
|
|
|