Assessment of Academic Excellence Promotion Project towards Student Arts And Crafts Competition, Ban Pak Long School under Nakhon Si Thammarat Primary Educational Service Area, Office 4

Abstract

This independent study is an evaluation research. The objectives are to evaluate the project's context, input factors, process, and outputs to promote academic excellence in student arts and crafts at Ban Pak Long School, Nakhon Si Thammarat Primary Educational Service Area Office 4, using the CIPP Model evaluation form developed by Stufflebeam. The sample group consisted of 171 students, 16 teachers, and two project management committee members, totaling 189 persons. There were five qualitative informants, including one school director, one academic teacher, one school committee member, and two student representatives, for a total of five persons. The tool used was a 5-level rating questionnaire. The data were analyzed using the mean, standard deviation, and content analysis.

The research results revealed that the context aspect achieved the highest level of success, with the highest evaluation level. It was followed by the process aspect, which received a high evaluation. The input aspect also achieved a high evaluation level. The output aspect also achieved a high level of evaluation. The context aspect revealed that the project objectives were most closely aligned with the needs of the project participants, with the highest average score. The issue with the lowest evaluation level was that the goal setting, timeframe, and implementation methods were appropriate and could be implemented effectively, with a high score. In terms of input factors, it was found that administrators consistently provide opportunities, promote, and develop the potential of teachers responsible for organizing activities, at the highest level, with the highest average. The issue with the lowest average evaluation result was that teaching media are modern, appropriate, and relevant to the current social conditions, and align with the national educational development strategy, at a high level. In terms of process, the project team collaborated on planning operations, studied problems, and identified needs to develop students' potential towards excellence, reaching the highest level and achieving the highest average score. The issue with the lowest average score was the systematic collection of information used to develop and enhance visual arts skills, which was current and convenient for use in project planning. In terms of output, it was found that teachers consistently assessed academic skill achievement and systematically collected data, achieving the highest level and the highest average score. The issue with the lowest average score was students' ability to apply technology in their daily lives appropriately, exhibit creativity, and create innovations to improve their quality of life, reaching a high level.

Qualitative data analysis concluded that students can develop knowledge and academic skills, enabling them to apply this knowledge more effectively in their learning, leading to higher academic achievement. However, time constraints exist, and learning should be organized by age group to develop analytical thinking skills appropriate for each age group. Schools should provide additional learning resources, such as informal learning corners, wisdom rooms, and science labs, to enable students to independently research additional information and engage in appropriate self-investigation, enabling them to analyze, synthesize, and transfer their knowledge to others effectively.