THE CURRICULUM EVALUATION ON BACHELOR DEGREE OF EDUCATION PROGRAM IN MATHEMATICS (5-YEAR-ENGLISH PROGRAM) (NEW CURRICULUM 2014), VALAYA ALONGKORN RAJABHAT UNIVERSITY UNDER THE ROYAL PATRONAGE, PATHUM THANI PROVINCE

Abstract

          This research is the Curriculum Evaluation on Bachelor Degree of Education Program in Mathematics (5-year-English Program) of the Faculty of Education, Valaya Alongkorn Rajabhat University under the Royal Patronage, Pathumtani Province. The aims of this research are: 1) to evaluate the Curriculum Evaluation on Bachelor Degree of Education Program in Mathematics (5-year-English Program) of the Faculty of Education, Valaya Alongkorn Rajabhat University under the Royal Patronage, Pathumtani Province and 2) to study the desired characteristics of graduate students. The curriculum evaluation used CIPP MODEL in terms of context, input, process and product. The sample included 8 administers and instructors in this program, the 11 5th year undergraduate students, mathematics major and 31 teachers in elementary schools involved. The data were collected by content analysis, focus group and interview. The research instruments were questionnaire and interviews and the document check form. The qualitative data were analyzed by content analysis and group in categories. The quantitative data were analyzed by Excel and reported by mean and standard deviation and interpreted by Likert’s criteria.
          The research findings were as follows:
          1. The results of the context evaluation in terms of curriculum objectives, curriculum structure, and contents showed that they were rated at a high level for appropriateness.
          2. The results of the input evaluation in terms of instructors, students, and education support factors showed that they were rated at a high level, at a high level and at a medium level respectively for appropriateness.
          3. The results of the process evaluation in terms of instruction and internship in school showed that they were rated at a high level for appropriateness.
          4. The results of product evaluation in terms of ethics and morals, content knowledge, cognitive skills, numerical analysis, communication and technology skills, and instructional skill showed that they were rated at a high level for appropriateness. As for the relationship and responsibility, they were rated at the highest level for appropriateness.
          5. The results of desired characteristic evaluation in terms of ethics and morals, content knowledge, cognitive skills, relationship and responsibility showed that they were rated at the highest level for appropriateness. Concerning numerical analysis communication and technology skills, and instructional skill, they were rated at a high level for appropriateness.
          The focus group analysis suggested that the Curriculum Program in Mathematics (5-year-English Program) consisted of too many Mathematics courses and some of the contents of the courses overlap one another. There was a wide gap of differences in content between Mathematics in the University and Mathematics in schools. Therefore there should some changes such as adding the content of modern Mathematics in schools and the integration courses between mathematics content and instruction in schools.