ANALYSIS OF RESEARCH IN CURRICULUM AND INSTRUCTION IN FACULTY OF EDUCATION AT BANGKOKTHONBURI UNIVERSITY

Abstract

This research aims to : 1. Study the quality of graduate-level research in curriculum and Instruction, 2. Analyze the characteristics and knowledge aspects of the population involved in the research, which consists of research works by graduate students in the curriculum and Instruction field, Faculty of Education, Bangkokthonburi University, for the academic years 2563-2565, totaling 50 volumes. The variables studied include : 1. Quality of research work in curriculum and Instruction, 2. Characteristics and knowledge aspects of curriculum and Instruction, 3. Methods of assessing the quality of research work using research quality assessment forms and methods of identifying characteristics and knowledge aspects of curriculum and Instruction using record forms for research characteristics and knowledge aspects. The research tools used include research data recording forms, quantitative data analysis through frequencies, percentages, meta-analysis and content analysis.

Research findings :

1. The results of the assessment of research quality in the curriculum and teaching area found that the overall research quality is high (x̅= 4.35, S.D.= 0.21). When considering each aspect, it was found that research in teaching has a high level of research quality assessment ( x̅= 4.37, S.D.= 0.21). Following that, research in curriculum has a high level of research quality assessment ( x̅= 4.35, S.D. = 0.21).  


2. The analysis of the characteristics of research work and knowledge aspects of curriculum and Instructionrevealed that research work can be divided into two areas: curriculum research and Instruction research.

    2.1 General Information regarding the characteristics of curriculum research : Regarding the conceptual frameworks and theories used in curriculum research, it was found that Tyler's concept had the highest usage at 43.50%, with The One-Group Pretest-Posttest Design being the most prevalent research plan at 85.55%, and The One-Shot Case Study being the least at 14.25%. In terms of research content related to curriculum, the most prevalent was curriculum usage issues, while curriculum development was the least explored aspect. Variables related to curriculum, such as learning outcomes and learning effectiveness, were highly emphasized, with a percentage of 85.75%. As for knowledge aspects of curriculum, the focus was primarily on curriculum development, aiming to study foundational data, concepts, theories, research outcomes, and educational management according to theories, and to analyze fundamental educational curriculum and curriculum for educational institutions based on learning content groups, learning activities organization, assessment methods, and learning ability development. Additionally, the study explored student needs regarding learning content, learning activities organization, and assessment methods, and gathered feedback on curriculum development from relevant individuals. Curriculum development was achieved through analyzing basic data obtained from the study, developing draft curricula, piloting the curricula, evaluating them, and making necessary adjustments based on student learning outcomes. The research methodology used predominantly experimental research, at 100%.

    2.2 General Information regarding the characteristics of teaching research and knowledge : Regarding teaching research, experimental research was the most common format, comprising 43 volumes or 100%. Concepts and theories applied in teaching, teaching methods/techniques/models involve the development of learning materials/teaching kits/self-study lessons/exercises, 40 volumes, 92.00 percent. The research design of the teaching research is The One Group Pretest Posttest Design, 40 volumes, 92.00 percent and the body of knowledge in teaching found that the researcher used a teaching model that emphasizes the development of process skills the most, at 70.10%, followed by teaching model focusing on cognitive development at 18.40%, teaching model emphasizing psychomotor skill development at 6.90%, teaching model emphasizing affective skill development at 2.30%, and teaching model emphasizing integration at 2.30%, respectively.