An Improvement in Instructional Quality by Applying the DMAIC Process

Abstract

The purposes of the study were to 1) develop an instructional quality improvement process by applying the DMAIC process 2) investigate the effectiveness of the instructional quality improvement process and 3) study supporting factors, obstructions, and problems of using the instructional quality improvement process. This study was research and development using case study in secondary school. The research procedure was divided into 2 phases; (1) development of an instructional quality improvement process; and (2) the implementation of the instructional quality improvement process which lasted for 16 weeks. The research results were as follows: 1) The instructional quality improvement process was composed of six-step process (1) identifying problems, (2) measuring problem sizes, (3) analyzing problems, (4) selecting solution and implementation, (5) improving solutions, and (6) controlling problem recurrence. 2) Teachers were able to manage all process procedure; the team of mathematics teachers decided to solve only one problem that was students’ lacked mathematical problem solving skills. The main cause of the problems was a lack of preparation and instructional process which enhanced problem solving skills. Teachers solved their problems by using the instructional process which promoted mathematical problem solving skills. There was a supervision and reflection on the teaching to improve the instructional process. Students could learn and develop their mathematical problem solving skills. Students’ average scores on all their mathematical problem solving skills were higher than before the implementation. 3) The factors that supported this process implementation were (1) support from school administrators, (2) continuity of the project planning and monitoring, (3) flexibility of the project management, (4) participatory project management, (5) motivation of teachers in the project, and (6) collaboration of teachers in the project. The problems and obstacles of this process implementation were (1) lack of authority to give orders and negotiate by project manager, (2) this project was conducted for the first time, (3) limitation in context/working culture of teachers, (4) lack of coordination of teachers in the project, (5) high number of school activities, (6) insufficiency of essential knowledge and skills in teachers.