THE ASSESSMENT OF DEVELOPING EDUCATIONAL QUALITY FOR LEARNING DISABILITY STUDENTS PROJECT OF THUNGSANG PITTAYAKOM SCHOOL UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE 12

Abstract

The purpose of this study was to evaluate the assessment of developing educational quality for learning disability students project of Thungsang pittayakom school under the Office of Secondary Educational Service Area 12, with the CIPP    assessment model through 4 different aspects; context, input, process, and product. The data was collected from 31 participants consisting of 1 administrator, 4 teaching disability student teachers, and 26 parents of learning disability students. The instruments used to collect data were 5 questionnaires. The statistics used to analyze data were mean ()and  standard deviation (S.D.) The research findings were as follows: 1) Context evaluation as a whole was the most appropriate. The consistency of the project objective with the policies of the Ministry of Education was rated at the most appropriate. The least appropriate part was consistency of the project with the needs of parents and stakeholders. 2) Input evaluation as a whole was the most appropriate. The systematic and procedural implementation of the project according to Demming's quality cycle was rated at the most appropriate while the implementation of the project was assisted in supporting by the external authorities was ranked at the least. 3) Process evaluation as a whole was at the most appropriate level. The most appropriate aspect was Check aspect. The highest mean score was the participation in project assessment of the administrator while the least was the participation in project assessment of the personnel. 4) Product evaluation as the opinions of the administrator and the teachers as a whole was at the most appropriate level. Cognitive development of students was improved after using the instructional materials was rated at the most appropriate level. The creativity of the teacher in producing the material to develop  the  quality  of students was at the least appropriate level. Product evaluation according to the opinions of the parents was at the most appropriate level. The achievement of the students was higher after using the instructional material was ranked at the most appropriate level. The least appropriate item was the increasing of reading, thinking, analysis and writing assessments result of students after using the instructional materials.