TEACHERS’ DIGITAL COMPETENCIES AFFECTING COMPUTATIONAL SCIENCE LEARNING MANAGEMENT PROCESS IN SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE NAKHON PHANOM

Abstract

The purposes of this research were 1) to study and compare teachers’ digital competencies, 2) to study and compare computational science learning management process classified by status and school-size, and 3) to study the prediction power of teachers’ digital competencies affecting computational science learning management process in schools under the Secondary Educational Service Area Office Nakhon Phanom. The samples were 251 school administrators and teachers followed the proportion using the percentage criteria, and they were selected by Multi-stage Random Sampling. The instruments used were 2 aspects of questionnaires: 1) a five-rating scale questionnaire on teachers’ digital competencies and 2) a five-rating scale questionnaire on computational science learning management process. The results were found that: 1) teachers’ digital competencies were at the high level, in comparison teachers’ digital competencies, classified by status and school-size no different. 2) The computational science learning management process was at the high level, in comparison computational science learning management process, classified by status and school-size, it revealed the statistically significant different at the .05 level. 3) And there were 5 variables of teachers’ digital competencies affecting computational science learning management process under the Secondary Educational Service Area Office Nakhon Phanom, information assessment, technology ethics, interacting with others through technology, ethical technology, and the ability to use digital technology. It could be predicted up to 84 percent.