THE EVALUATION OF STUDENTS ASSISTANT PROJECT AT SAINT NICHOLAS SCHOOL, UNDER THE OFFICE OF THE PRIVATE EDUCATION COMMISSION, PHITSANULOK BY USING FORM “CPO”

Abstract

This study evaluated the Student Support System at Saint Nicholas School under the Office of the Private Education Commission in Phitsanulok using the CPO (Context-Process-Output) evaluation model. The objectives of this study were to (1) assess the contextual factors and environmental conditions of the project, (2) evaluate the project processes, and (3) examine the project outputs. The sample consisted of 409 participants, including one school director, one deputy director, two assistant directors, 48 teachers, 171 students, and 186 parents. The sample was selected through cluster random sampling. The research instrument was a questionnaire, and the data were analyzed using frequency, percentage, mean, and standard deviation. The results revealed as follows. 1. The overall level of contextual factors and environmental conditions was rated high. All individual items were also rated at a high level. The highest-rated aspects were the readiness, capability, and competence of homeroom teachers in fulfilling their advisory roles, followed by the opportunities for homeroom teachers to exchange knowledge and understanding and to provide systematic and continuous student support. The lowest-rated aspects were the leadership role of school administrators in directing the student support system and the adequacy of the budget allocated for implementing the project. 2. The overall project process was rated high, with all individual indicators also rated high. The highest-rated item was the teachers’ conduct of strengths and difficulties qustionnaire (SDQ) for the students. The second highest was the reporting of individual student study results. The lowest-rated item was the practice of homeroom teachers conducting home visits. 3. The overall project outputs were rated high, with all individual aspects also rated high. The highest-rated outcome was students’ avoidance of substance abuse, followed by students' good physical health. The lowest-rated outcomes were students’ habits of saving, students’ work-related skills and attitudes, and students’ discipline.