EVALUATION OF SCHOOL-BASED CURRICULUM, MATHEMATICS LEARNING AREA OF A SECONDARY SCHOOL IN UDONTHANI PROVINCE USING TYLER CURRICULUM EVALUATION MODEL

Abstract

This research aimed to evaluate the school curriculum of a secondary school in Udonthani Province for the academic year 2023 in the Mathematics Learning Area, employing Tyler’s curriculum evaluation model (Ralph W. Tyler). The target population included 2 school administrators, 1 academic affairs department head, 2 mathematics teachers, and 112 students from Grades 7 to 12, totaling 117 participants. The research instruments consisted of (1) questionnaires, (2) interview form, and (3) data recording forms. Quantitative data were analyzed using frequency, mean, standard deviation, and percentage, while qualitative data were analyzed through content analysis. The research findings on the evaluation of the school curriculum in the mathematics learning area at a secondary school in Udon Thani province using tyler's curriculum evaluation model found that 1) the overall appropriateness of curriculum objectives was rated at a high level ( = 4.42, SD = 0.65), indicating that the curriculum objectives were aligned with the basic education core curriculum B.E. 2551 (A.D. 2008). 2) The overall appropriateness of learning experience organization was also rated at a high level ( = 4.11, SD = 0.98), reflecting that the organization of learning experiences was consistent with the Basic Education Core Curriculum B.E. 2551 (A.D. 2008). 3) Learning Outcomes revealed that 3.1) 73.91% of students achieved a proficiency level of 2 or above in the mathematics learning area, exceeding the set criteria. 3.2) the results for mathematics at the Grade 9 and Grade 12 levels of Ordinary National Educational Test were below the provincial average in both grades. 3.3) 82.34% of students met the criteria of Desirable Characteristics Assessment, which was higher than the set standard. 3.4) For the Reading, Analytical Thinking, and Writing Assessment, 82.34% of students achieved the required standard, exceeding the benchmark. From these findings, it can be concluded that the evaluation of the school curriculum in the mathematics learning area at the secondary school in Udon Thani Province, conducted using Tyler's Curriculum Evaluation Model, demonstrated that the school curriculum aligned with the Basic Education Core Curriculum B.E. 2551 (A.D. 2008). However, there was a need to enhance the diversity of instructional methods and aligned assessment and evaluation practices with students' abilities