The Development of Academic Administration Model for Enhancing Student Quality of Chumphon Wittayasan School
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Abstract
This research aimed to: 1) examine the current conditions, desirable conditions, and necessary requirements regarding academic administration for enhancing student quality at Chumphon Wittayasan School; 2) develop and create an academic administration model for enhancing student quality at Chumphon Wittayasan School; 3) implement the academic administration model for enhancing student quality at Chumphon Wittayasan School; and 4) evaluate and validate the academic administration model for enhancing student quality at Chumphon Wittayasan School. The research methodology employed Research and Development (R&D) approach divided into four phases: Phase 1 - studying current conditions and necessary requirements; Phase 2 - developing and creating the model; Phase 3 - implementing the model; and Phase 4 - evaluating and validating the model. The research participants in Phase 1 comprised 68 teachers from Chumphon Wittayasan School selected through purposive sampling. Phase 2 involved 5 experts selected through purposive sampling. Phase 3 included 74 teachers from Chumphon Wittayasan School selected through purposive sampling, and a sample of 297 students currently studying at Chumphon Wittayasan School in the first semester of academic year 2024, drawn from a population of 1,297 students using Krejcie and Morgan's table and proportional stratified random sampling. Phase 4 comprised 5 qualified experts selected through purposive sampling. The research instruments consisted of a problem condition questionnaire, a consistency evaluation form, a 21st-century learner skills assessment based on the 3R8C framework, a satisfaction questionnaire, and a model evaluation and validation form. Data analysis employed mixed methods approach incorporating both quantitative and qualitative methods. Statistical analyses included frequency, percentage, mean, standard deviation, Priority Needs Index Modified (PNI Modified), Index of Item-Objective Congruence (IOC), t-test for dependent samples, and content analysis.
The research findings revealed that the current state of academic administration was at a low level ( = 2.45,
= 0.87), while the desirable condition was at the highest level (
= 4.75,
= 0.51). The highest priority need was the development of media and learning resources (PNI Modified = 0.499). The developed model comprised five components: principles and reasoning, objectives, core components, evaluation guidelines, and success conditions. Implementation results showed that teachers evaluated the model at the highest level (
= 4.66,
= 0.41). Students demonstrated 21st-century learner skills at the highest level (
= 4.67, S.D. = 0.42). The implementation of the academic administration model resulted in
statistically significant improvement in students' essential basic skills for 21st-century learners at the 0.05 level. Teacher satisfaction ( = 4.66, S.D. = 0.39) and student satisfaction (
= 4.66,
= 0.39) were at the highest level. The qualified experts evaluated and validated the model at the highest level (
= 4.72,
= 0.44).
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