การประเมินโครงการห้องเรียนพิเศษ (English Program) ของโรงเรียนสิริรัตนาธร โดยประยุกต์ใช้รูปแบบการประเมินโครงการแบบ CSE ของอัลคิน Evaluation of the English Program at Sirirattanathorn School Applying the Alkin Evaluation Approach as Developed at UCLA’s C

Abstract

Abstract

          In this thesis, the researcher evaluates the English Program (EP) at Sirirattanathorn School through an application of Marvin C. Alkin’s evaluation approach developed at the Center for the Study of Evaluation (CSE) of the University of California, Los Angeles (UCLA) in 1969.  As such, the specific purposes of the researcher are to evaluate the following: (1) system assessment; (2) EP planning; (3) EP implementation; (4) EP improvement; and (5) EP certification. The informants for this research inquiry were divided into five groups: (1) five administrators; (2) twelve members of the English Program Operations Committee (EPOC); (3) seventy-two EP teachers; (4) 273 parents of students in the EP; and (5) 273 students enrolled in the EP.  The total was 635 subjects of investigation. The research instrument was a quintipartite questionnaire, the components of which were couched at the reliability levels of 0.95, 0.95, 0.95, 0.95, and 0.97, respectively. Using techniques of descriptive statistics, the data collected were analyzed in terms of frequency, percentage, mean, and standard deviation.  In addition, a t test technique and content analysis were also employed by the researcher in the further analysis of the data collected. Findings are as follows:

(1) In respect to evaluation, the results of system assessment by administrators and members of the EPOC are as follows: In respect to general conditions, evaluation showed that the EP was appropriate at a high level. Concerning EP objectives, they were evaluated as being appropriate at the highest level.  Overall system assessment showed that the EP was appropriate at the highest level.  It can be concluded that system assessment evaluation satisfied evaluation standards.

          (2) In regard to the evaluation of EP planning by administrators and members of the EPOC, the following was found: Concerning the aspects of curriculum and subject contents; personnel; and EP student competencies, they were found to be appropriate at a moderate level.  Overall evaluation of the EP showed appropriateness at a high level.  It can be concluded that the evaluation of EP planning satisfied evaluation standards.

          (3) The evaluation of EP implementation by EP teachers showed that the aspects of learning activities; activities enhancing capabilities; and measurement and evaluation were appropriate at a high level.  EP implementation was overall found to be appropriate at a high level.  It can be concluded that the evaluation of EP implementation satisfied evaluation standards.

          (4) In respect to the evaluation of EP improvement by EPOC; EP teachers; and EP students, results were as follows: At the highest frequency, EP weaknesses, problems, and obstacles involved foreign teachers not holding degrees in the fields in which they taught.  Recommendations and guidelines for coping with this issue were to secure the services of foreign teachers holding degrees in the fields in which they taught. The most frequent EP strength was that EP students showed clear development in their use of English. The most frequent EP weakness was its use of outdated technology media.

          (5) Concerning EP certification, the following was found: (1) The academic achievement in English of Matthayom Sueksa One to Three EP students was higher than that of students in the regular program (RP) for all three years of study at the statistically significant level of .05.  (2) The results of evaluating the students in accordance with the core competencies of the curriculum found to be at a good level. (3) Parents and students were satisfied with the EP at a high level. It can therefore be concluded that the evaluation of EP certification satisfied evaluation standards.