The Development of a Distance Training Package on Assessment of Teaching in Classroom for Basic Education Teachers

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ณรงค์ ทีปประชัย

Abstract

The objectives of this research were (1) to evaluate the knowledge level on assessment of teaching in classroom of basic education teachers; (2) to study the needs for distance training package on assessment of teaching in classroom; (3) to develop a distance training package on assessment of teaching in classroom for basic education teachers; and (4) to evaluate the results of using the distance training package on assessment of teaching in classroom. The samples consisted of a group of 376 teachers teaching in basic education schools in Pathum Thani province, who were tested on their knowledge on assessment of teaching in classroom, obtained by multi-stage random sampling, and a group of 30 teachers who were trained with the distance training package on assessment of teaching in classroom.  The employed instruments comprised an achievement test on assessment of teaching in classroom, a questionnaire on the needs for contents of a distance training package on assessment of teaching in classroom, a distance training package on assessment of teaching in classroom, an achievement test for pre-training testing and post-training testing, a questionnaire on opinions toward the distance training package on assessment of teaching in classroom, and a questionnaire on satisfaction with the training. Data was analysed using the frequency, percentage, mean, standard deviation, t-test, T-score, growth score, relative gain score, E1/E2 efficiency index and content analysis. The research findings were as follows: 1) Knowledge level on assessment of teaching in classroom of the majority teachers was at the moderate level; 2) the needs for distance training package on assessment of teachers were at the high level; 3) the three units of the developed distance training package were efficient at 80.33/81.11, 80.67/81.89 and 80.56/81.33 respectively and  4) the post-training achievement mean score of the teachers was significantly higher than their pre-training counterpart mean score at the .05 level of statistical significance.

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Research Article