An Evaluation of Bachelor Education Program in Chemistry Teaching (4 years) Revised 2019, Faculty of Education, Burapha University

Abstract

The purposes of the research were to 1) evaluate the bachelor of education program in chemistry teaching (4 years) which was revised in 2019 2) study satisfaction of employers on students with work in educational institutions. This study employed the CIPP model for curriculum evaluation. The samples in the research comprised external experts, curriculum instructors, instructors, school administrators and students of the program. The research instruments were questionnaires and structured interviews for data collection. The research results were as follows: 1. Context evaluation results as a whole were at the highest level. When considering the components in each aspect, it was found that the course content was at the highest level, followed by the curriculum philosophy and goal, curriculum structure, respectively; 2. Input evaluation results as a whole were at a high level. When considering the components in each aspect, it was found that the qualification of lecturer was at the highest level, followed by the curriculum input, facilities and learning support, respectively; 3. Process evaluation results as a whole were at the highest. When considering the components in each aspect, it was found that the assessment was at the highest level, followed by learning activities and extra -curricular activities, respectively; 4. Product evaluation results as a whole were at a high level. When considering the components in each aspect, it was found that the desired characteristics of students were at the highest level and has a value close to the student satisfaction for work in educational institutions. The results of the research showed that satisfaction of employers on students with work in educational institutions were at a high level.  Student teachers have strengths in teaching ability, knowledge transfer, integration between teaching profession and chemistry, responsibility for working, classroom solving and classroom management, using technology for instruction, punctuality, self-disciplined and respected the rules and regulations of the educational institution.