A Follow-Up Study on the Second Decade of Education Reform in Thailand (2009-Present) Focusing on Teacher Reform and Learning Reform
17 Pages Posted: 16 Nov 2016
Date Written: August 2015
The objectives of this study were:
1) to determine the extent of implementation of Education Reform in Thailand on the Second Decade (2009-Present) focusing on TEACHER REFORM and LEARNING REFORM;
2) to determine the extent of implementation of Teacher Reform in terms of: Production of Teachers, Development of Teachers and Utilization of Teachers;
3) to determine the extent of implementation of Learning Reform in terms of: Quality Development of Education and Learning and Manpower’s Quality Development;
4) to investigate the significant differences in the extent of implementation of Teacher Reform and Learning Reform as perceived by Teachers, School Administrators, and Students in Bangkok and Pathum Thani schools.
The research instrument was an Opinionnaire of two parts; Teacher Reform and Learning Reform with 20 Likert-style questions for each part. The statistics used for data analysis were mean, standard deviation (s.d.), standard error of mean (s.e. mean), coefficient of variation (C.V.), rank, t-test, F-test from One way ANOVA and Multiple comparison by Scheffe Technique.
The results showed that in general, the implementation level of Education Reform on the Second Decade (2009-Present) varied from high to very high. However, the variation decreased from the First Decade to the Second Decade. Specifically, for Teacher Reform, the implementation level was high while for Learning Reform, it varied from high to very high. Also, the implementation of Learning Reform was more emphasized and given importance compared with Teacher Reform. There were significant differences between the Teachers and Students in their perceptions of the level of implementation of Learning Reform but no significant differences in the perceptions among School Administrators. In Teacher Reform, no significant differences were found in the level of implementation as perceived by Teachers, School Administrators and Students. Neither were there significant differences in perceptions on schools’ locations e.g. Bangkok and Pathum Thani.
Keywords: Education Reform, Learning Reform, Second Decade, Teacher Reform
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