Evaluation of Project on Constructionism Learning Process Development at Thedsaban 5 School (Wat Huapom Nork) under the Jurisdi

Thesis Title         Evaluation of Project on Constructionism Learning Process Development at

Thedsaban 5 School (Wat Huapom Nork) under the Jurisdiction of Songkhla City Municipality, Songkhla Province

Evaluator             Mrs. Sontaya  Jitpiban

                                Assistant Director of Thedsaban 3 School (Wat Sala Hua Yang)                       

Year                 2012




The purpose of this research aimed to evaluate the project on Constructionism Learning Process Development at Thedsaban 5 School (Wat Huapom Nork) under the Jurisdiction of  ongkhla City Municipality, Songkhla Province, using CIPP Model as an evaluation tool. The sample for the study consisted of  1 school director, 2 assistant directors, and 13 members of school board, drawn according to the purposive sampling technique, and 18 teachers , 298 students and 298 parents, drawn from the simple sampling technique proposed by Krejcie and Morgan.  The instrument used in the study included 6 sets of questionnaires and the data were analyzed using such statistics as percentage, arithmetic means and standard deviations.  The findings of the study reveal the following.

According to the finding, results were divided into 4 aspects as follows;

In terms of context evaluation, it was found that the project’s purposes were in the “good” level. They were, for instance, a model of encouraging learners to be able to figure out, analyze, synthesize, rationalize as well as be creative, considerable and discerning. Therefore, this included the part of a desire on students to be able to be responsible and intellectual. A term of school’s personnel development to be able to effectively manage constructionism learning was also needed. Another good-level aspect was a model of social environment in that it was beneficial to student relevantly. A model of necessity in conducting the project that would help facilitate teaching was one of the mentioned aspects. On the contrary, the least-averaged purpose in the group was that of students lacking of their interests and needs in this project.

In the model of input evaluation, the result indicated that an assignment on project’s processor and their roles in administering was appropriate to the project. Teachers and those who concerned understood its purposes as well. All operations and plans were obvious and systematic, along with suitability and update on result report. In addition, it was a good idea that school was welcomed the outside opinions from teachers, parents and local community to take part in. Moreover, school’s information technology system got along well with this, together with an IT perception of teacher. However, classroom was not as good as it could be well-performed with the project.

Furthermore, it was shown that teaching and learning environment was harmonized cordially among a relation of teacher-student as well as student-student, in the model of process. There were various alternatives for students to choose and practice on according to their interest. Types and methods of working were differently various. These then affected a variety of skills in that they were suitable for students in different level. Accordingly, schedules or plans of project were also fixed systematically. Distribution of project operation was also covered gradually in “good” level. In other words, parents and local community were less involved in project planning process.

Lastly, in terms of production, result on teacher production illustrated that teachers conveyed a good interpersonal relationship to learners with a plenty of skills. Therefore, they were decisive and considerable with a creative resolution. Encouraging and assisting students to be self-reliant were also their outstanding point. On the result of learner production, it demonstrated that students were satisfied with learning in accordance with “Constructionism Theory”. They learned by themselves and enabled to acquire more information on their own. Moreover, they can work in group and with the others. They knew how to help each other as well as be prideful, moral and responsible. However, students were unable to analyze both of their own behavior and that of others. Problem-solving skills were not as good as expected still.

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