Evaluation of the Project to Promote Schools as Learning Communities: A Case Study of Suratpittaya 2 School under the Secondary Educational Service Area Office Surat Thani Chumphon

Abstract

Abstract

This research is an evaluation study aimed at assessing the project to promote schools as learning communities at Suratpittaya 2 School under the jurisdiction of the Secondary Educational Service Area Office Surat Thani - Chumphon. The evaluation employed the CIPPIEST model focusing on four aspects: 1) Context, 2) Input, 3) Process, and 4) Product, which included 4.1) Impact, 4.2) Effectiveness, 4.3) Sustainability, and 4.4) Transferability. The target group consisted of 237 participants, including 3 administrators, 6 teachers, 9 school board members, 109 students, and 109 parents, selected through purposive sampling. The data collection instruments included: 1) questionnaires assessing opinions on the project, with reliability indices ranging from 0.80 to 1.00 and reliability scores exceeding 0.80, distributed to administrators, project coordinators, school board members, parents, and students; and 2) structured interviews for the same groups, with reliability indices between 0.80 and 1.00. Data were analyzed using basic statistics such as percentages, means, and qualitative content analysis, and the findings were compared against predetermined criteria. The results indicated that the overall evaluation of the project was as follows: 1) Context had a mean score of 4.67, rated at the highest level; 2) Input had a mean score of 4.47, rated at a high level; 3) Process had a mean score of 4.72, rated at the highest level; and 4) Product, including 4.1) Impact (mean score 4.59), 4.2) Effectiveness (mean score 4.59), 4.3) Sustainability (mean score 4.52), and 4.4) Transferability (mean score 4.53), all achieved the highest level. The project successfully met the evaluation criteria for all components. Additionally, it was found that students significantly improved their academic achievement through the ongoing implementation of the professional learning community process, which effectively addressed academic challenges faced by students.