full2010.pdf - page 673

635
‡ÎµÎµ‡´ : ¦¼žÂ„µ¦ž¦³Á¤·œ˜µ¤Âœª‡·—„µ¦ª·Á‡¦µ³®r Á·Š¦³ ž{ ‹‹´¥œÎµÁ oµ „¦³ªœ„µ¦Â¨³Ÿ¨Ÿ¨· ˜ ¦ª¦ª¤
o°¤¼ ¨ÂŸ¤Ÿµœ
Abstract
The purpose of this study was to evaluate the 3rd level School Science curriculum of the academic year
2547 at Muang Nakhon si Thammarat High School. The study employed a systematic analysis model to evaluate
the curriculum aspect; A mix approach was used for data gathering. The research results as follows.
For input evaluation, the results showed an interconnection within the curriculum component. However,
the study found some conflicts in learning assessment process; it did not reflect the learning standard. The teacher
qualifications, though the current teachers hold bachelor degrees either minor or major in Science Education, there
was a lack of science teachers at the school. The study revealled that the teachers had adequate knowledge of
analysing the curriculum, writing lesson plans, and using various assessment methods. In addition, the teachers
were found to highly practice teacher ethics; the result met the evaluation criteria. The result of facility provision
met the evaluation criteria. However, the drawback of the curriculum input was that the school curriculum had
redundant science content in each level. Besides, teacher negligance in writing precise teacher journal was also
one of the main problems.
Process evaluation, the study found that the school devoted time to research on crucial information
needed to develop curriculum. The result met the evaluation criteria. However, the curriculum designing,
curriculum implementation and curriculum evaluation did not meet the evaluation criteria. For the curriculum
administration, i.e. academic administration, general administration for teaching and learning, and personnel
development, the result met the evaluation criteria. However, the result of supervising and monitoring did not
meet the evaluation criteria. For the teaching and learning factor, the study revealed that students had a positive
response to their teachers’ classroom practice at a high level. The result met the evaluation criteria. However, the
evaluation of students’ ability to implement new knowledge to use in daily life, and the teacher’s usage of an
authentic assessment approach were not satisfied. Their score level was moderate and did not pass the evaluation
criteria. For the assessment process which implemented more than three various evaluation methods per lesson
plan met the evaluation criteria. However, students’ task quality, and their ability to implement a research
procedure as a part of instructional process did not pass the evaluation criteria. The study found that the lack of
teachers’ knowledge in curriculum development was the problem of the school curriculum process. Teachers
revealed that they were not advised and mentored on how to develop and implement the Science curriculum.
For the curriculum output, the study showed that students acquired a mean score in science achievement;
it did not meet the evaluation criteria. 92.36% and 93.43% of students successfully passed the evaluation on
reading, analysis, writing, and aptitudes, respectively. However, the study found that the teachers had a high
pressure to complete required subject content of the science curriculum at the end of the academic semester.