Impact of Ordinary National Educational Testing and Factors Affecting in Using Test Results to Improve the Quality of Basic Education Under the Primary Education Service Area Office in the Region Northeast

Abstract

The purpose of this research was to study the impact of using the results of the Ordinary National Educational Testing (O-NET), to study the factors affecting for using the results of the O-NET to improve the quality of basic education. Under the Primary Education Service Area Office in the region northeast. This research was research and development. Using a mixed methodology consisting of quantitative research using survey research, and qualitative research from multi-case studies 10 schools with higher results of the O-NET than the national average under the Primary Education Service Area Office in the region northeast. There were four phases of research methodology: Phase 1 survey and analyze current conditions on impacts using the results of O-NET and factors affecting by using survey research. The samples from multi-stage randomization, including: 47 directors of the Primary Education Service Area Office or representative, 1,286 school representatives, including: school administrators and teachers in 4 subjects, 518 learners and 545 parents. Research tools were online questionnaire. Analyzed data by using statistics such as frequency, percentage, mean, standard deviation and multiple regression statistic. The findings appear as follows;

1. The impact of O-NET found that; 1) The impact on Learners had a positive impact at a high level, such as students who were willing to learn. Be more responsible for your studies and had more discipline. There was preparation for studying various subjects. Regularly reviewing the content and practicing for the sample O-NET exams, and had a low level of negative impact, namely physical health effects. Paying for tutoring and feeling uncomfortable. 2) Parents had a high level of positive impact. For example, parents saw that the O-NET exam was beneficial for their children to check their overall knowledge. It was a good thing to check the quality of education so that all parents have confidence in the schools their children study, had more supervision, monitor and control their children's learning behaviors. There were mild to moderate negative impacts, such as increased costs to encourage children to prepare for exams, and internet fees. 3) School administrators had a positive impact at a high level, for example, upgrading/developing O-NET exam results were the school policy. Manage appropriate personnel and teachers, availability of budget, management and materials to facilitate teaching and learning activities. Supervision, follow-up, and audit results communicating goals and operating guidelines to teachers and parents. There was a moderate to high negative impact, stress due to the use of O-NET exam results to evaluate performance. The used of budget to tutor O-NET exams in the field of teachers had a high positive impact, for example, teachers developed their own teaching more. Diverse teaching styles that were student-centered, emphasis on analytical thinking skills. Prepare a variety of measurement and evaluation methods more in line with the O-NET indicators. There was a high level of negative impact, such as stress because the goal setting results in the O-NET exam of learners at a higher level than last year, reduce the importance of curriculum teaching. Accelerate teaching according to the content of the course reduce the importance of moral and ethical training, and 4) the administrators of the education area offices had a moderate to high level of positive impact, for example, the preparation of policies, development plans, and educational standards of the educational area in accordance with the Ministry's policies. Establishment of educational quality assurance system, study, analyze, research, promote, support and develop basic education curricula. Training for teacher development, supervising, monitoring and evaluating educational institutions. The negative effects were moderate to high level, including stress on managing to achieve national testing goals.

2. Factors affecting the use of test results to improve the quality of basic education Under the PESAO in the region northeast found that; was found that 1) the regression coefficient of the predictor variable in raw score was the most the school administrators factor was 0.486, followed by the teacher factor was 0.180, the learner factor was 0.154, and the policy factor was 0.124, respectively, and 2) the regression coefficient of the predictor variable in the standard score form was the highest. The school administrator factor was 0.546, the teacher factor was 0.195, the student factor was 0.186, and the policy factor was 0.157, respectively. The correlation coefficient was multiple equal to 0.932 with a forecasting power of 86.90%, which is statistically significant at the .01 level. From the analysis results can be used to create equations for using the test results in the form of raw scores and standard scores, as follows:

Y = 0.211 + 0.124** administrator + 0.486** teacher + 0.180** learner + 0.154** policy

Z = 0.157** administrator + 0.546** teacher + 0.195** learner + 0.186** policy