The Curriculum Evaluation of Science Classrooms in University-Affiliated School Project (Revised Version A.D. 2021) for Upper Secondary of Demonstration School of Khon Kaen University, Secondary Level (Mo Din Daeng) Using CIPPI Model

Abstract

The objectives of this research were to: 1) evaluate the curriculum of the Science Classrooms in University-Affiliated School Project (Revised Edition 2021) at the Khon Kaen University Demonstration School, Secondary Level (Mo Din Daeng); and 2) explore development guidelines for the curriculum. The research was conducted using a mixed-method approach, employing the CIPPI Model for curriculum evaluation. The target group consisted of 73 students enrolled in the project, 73 parents, 26 administrators and instructors, totaling 172 participants. The research instruments include questionnaires, focus group discussion, and data recording form. The data was analyzed using mean, standard deviation, and content analysis. The research findings revealed that: 1) the overall evaluation of the curriculum, based on the perspectives of all participants across all five aspects, was rated at the highest level. When analyzed by individual groups, students rated the impact aspect at the highest level (M=4.56; S.D.=0.76), parents rated the context (M=4.79; S.D.=0.04) and impact aspects (M=4.79; S.D.=0.03) at the highest level, while administrators and instructors rated the input aspect at the highest level (M=4.71; S.D.=0.47). 2) The guidelines for curriculum development and improvement are as follows: (1) In terms of context, the sequencing of content in science, mathematics, and additional courses (AP) should be aligned and consistent with the curriculum set by the Institute for the Promotion of Teaching Science and Technology (IPST). (2) Regarding input, the workload assigned to students should be adjusted to ensure it is appropriate for the available study time. (3) In terms of process, additional extracurricular activities or courses should be introduced to encourage greater interaction among students from different classrooms. Additionally, learning assessment should place greater emphasis on the objectives of the studied learning units to ensure a more effective evaluation of students’ progress.