Evaluation of Reading Promotion Project in School of the Lum Nam Ping Academic Group under Tak Secondary Educational Service Area Office

Abstract

This research aimed to evaluate the reading promotion project and identify guidelines for its development in schools of the Lum Nam Ping Academic Group under Tak Secondary Educational Service Area Office. The population, sample group, and data sources comprised 563 individuals, including experts, school administrators, teachers, educational personnel, and students. The research instruments employed were questionnaires and interview protocols. Data analysis involved the calculation of frequency, percentage, mean, standard deviation, and content analysis. The research findings revealed the following: 1.  Regarding input factors, the overall and item-level analyses indicated that the conditions of the reading promotion project were at a high level for all aspects. However, the budgetary aspect exhibited the lowest mean compared to other factors. 2. Concerning the process factors, the overall and item-level analyses demonstrated that the conditions of the reading promotion project were at a high level across all aspects. Nevertheless, activity implementation showed the lowest mean in comparison to other factors.3. In terms of project outputs, the overall and item-level analyses indicated that the conditions of the reading promotion project were at a high level for all aspects. Notably, students' reading habits and learning engagement presented the lowest mean when compared to other factors. For guidelines in developing the implementation of the reading promotion project in each aspect, it is suggested that educational institutions should establish mechanisms for resource sharing among schools within the academic group to reduce costs and enhance project efficiency. Furthermore, promoting participation among students, teachers, parents, the community, and external agencies through diverse reading activities is recommended. Establishing a reading community that provides opportunities for learners to exchange reading experiences collaboratively, creating networks among schools, and organizing group reading activities in both online and offline formats are also proposed to foster a participatory reading culture.