Evaluation of the Ordinary National Education Test (O-NET) Mathematics Grade 9 Under OBEC.

Abstract

The objectives of this research were to: 1) study level of quality of the Ordinary National Education Test (O-NET) for Mathematics, Grade 9, under OBEC for the academic year 2023, analyzed by school size and location; and 2) study the average scores of the O-NET Mathematics Grade 9, under OBEC for the academic year 2023, categorized by school size, location, content, standard, and indicator. For this study, we used a total of 282,249 students, representing 70.91% of the population, who participated in the O-NET assessment.
The analysis results revealed that: 1) The analysis revealed that 35,220 students were classified as having a need for improvement to need significant improvement quality level accounting for 12.48% of the total. On the other hand, 7,164 students were categorized as having a 'very good to excellent' quality level representing 2.54%. Extra-large schools had the highest number of students scoring 'excellent,' with 2,036 students (0.72%), while small schools had only 7 students scoring 'excellent,' accounting for 0.00%.  Schools located outside the city had 27,812 students (9.85%) in the 'needs improvement to need significant improvement' category, compared to 4,677 students (1.65%) in city schools. In the 'good to excellent' category, 9,438 students (3.34%) were from city schools, while 7,408 students (2.62%) from outside the city were also in this range. Overall, most students fell within the 'fair to fairly good' quality level, regardless of their school's location. 2) Extra-large schools located in the city had higher average scores in subjects 1, 2, and 3 compared to extra-large schools located outside the city. In contrast, large, medium, and small schools, regardless of their location, had similar average scores across all three subjects. When analyzing learning standards ค 1.1, ค 1.3, ค 2.2, and ค 3.1, extra-large and medium schools in the city outperformed their counterparts outside the city. However, small and large schools showed similar average scores in both locations. Additionally, schools in the city achieved scores exceeding 50% in two indicators, while schools outside the city exceeded 50% in only one indicator. Notably, none of the average scores for these indicators, when classified by school size, surpassed the 50% threshold.