| Abstract(English) |
The purposes of research this were to study thestate and problems of the implementation of the lowersecondary curriculum secondary B.E. 2521 (revisededition B.E. 2533) in schools the Expansion of BasicEducatioin Opportunity Project under the Jurisdictionof Nakorn-Si Thammarat Provincial Primary EducationOffice. The sample were school administrators and headsof subject areas. The research instrument wwerequestionnaites. The collected data were analyzed bymeans, frequency distribution and percentage. The research findings were as follows: 1. At the preparation stage, most schools preparedtheir basic data for instructional plan, instructionalimrovement was used in school curriculum development,publice relations service was organized throughparent's meeting. Coordination activity was held amongthe related units, classrooms and instructional medias,were and prepared by teachers, teachers were assignedaccording to their competencies and students programsof study were also prepared, supervisory activitieswere prepared by internal supervisory committer, ameeting was held to evaluate at this stage. Problemsoccured were insufficient time used, insufficientknowledge regarding curriculum development and testanalysis among teachers, inappropriate academicbackground among teachers, and insufficient amount ofteachers. Supervisory plans were lacked and inadequatebudget were also reported to be problems. 2. At the operational stage, learning objectivesans criterias were informed to students duringinstructional activities in most schools, lecture typewas used in teaching also as appropriate instructuionalmedias. Students guidance service was also organize inmost shcools so as to remedial teaching. Evaluation wasused mainly for judging students' achievement, andclassroom visiting was used in supervisory activity.Problems reported were inappropriate courses offered,insufficient budget for instructional medias providing,inappropriate academic background among guidanceteachers and supervisory staff, and insufficient timefor remedial teaching. 3. At the evaluate stage, most schools moniteredtheir plans and the results were used for instructionalimprovement. Provlems reported were lack of evaluationtools and non-sereously implemented. |
