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Abstract
The purpose of this study was to evaluate the 3rd level School Mathematics Curriculum of the B.E. 2545
(a revised version 2549) at Promkiripittayakom High School. The study employed a CIPP evaluation model to
investigate the curriculum in terms of context, input, process, and output. The data sources and subjects were
curriculum documents, learning achievement records, 5 curriculum experts, 11 curriculum administration
committee members, the third level Mathematics teachers, and 297 students of the third level. These students
were randomly selected by a two-stage stratified random sampling technique. Then, a class level and a classroom
were taken as a stratum. The data were gathered through questionnaires and documentations. To analyze the data,
percentage, mean, standard deviation, and content analysis were performed.
The results were:
1. The curriculum context evaluation results showed that there was a high congruence between the
school curriculum objectives and those of the 2544 basic education curriculum. For the curriculum internal
components, the curriculum vision, mission, goals, student quality, structure, learning substances, learning
standards, expected learning outcomes, course description were highly associated among each others. However,
there was a moderate association of these components with the learning units and the measurement and evaluation
components.
2. The curriculum input i.e. hand outs, learning aids and resources, school infrastructures, and
budget were highly appropriate and adequate. The teacher characteristics factor was found to be at a high level.
3. The curriculum management process was investigated. The study found that the school planned
and managed the curriculum that facilitates the student learning; it was at the high level. The instructional
preparation and the instructional practice and evaluation were also found to perform at a high level.
4. The curriculum output results revealed the satisfied criteria counting –students’ learning
achievement (74.93%), students’ desired characteristics (78.28%), students’ reading, thinking, analyzing and
writing skills (91.15%). Nevertheless, the curriculum output was obstructed by a lack of clear objectives, efficient
learning units and assessment practice, and competent teachers to design standard-based learning units.
Keywords : Evaluate, Curriculum , CIPP M odel