Affirmative Components of Indicators for Monitoring and Evaluation of Student-Centered Learning Management in Educational Institutions at the Basic Education
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Abstract
The objectives of this research were: 1) to study the state of student-centered learning management, and 2) to develop the components and indicators for monitoring and evaluation of student-centered learning management. Using a multistage sampling technique, the samples consisted of 631 teachers in 4 main Subject Groups from schools in the Regional Education Office No.12. The research tool was a rating scale questionnaire, checking content validity by five experts. It obtained IOC values in each item between 0.80-1.00 and was tried out by 30 teachers, checking confidence through Cronbach's alpha coefficient analysis, having a reliability value of the whole copy was .956. The data were analyzed for statistical value by a computer package program and using the Mplus program for affirmative component analysis.
The research findings found that the overall student-centered learning management showed the average in high level (Mean=4.224, S.D.=0.681). For the teacher's learning management, it was at the high level (Mean=4.276, S.D.=0.676), the item with the highest level of mean was the positive classroom management (Mean= 4.476, S.D.=0.608), whereas the lowest level of mean was the use of media information technology and resources learning (Mean=4.188, S.D.=0.711). For the student's learning outcomes, the overall with a high level (Mean=4.171, S.D.=0.682), the item with the highest level of mean was the interaction and engagement (Mean=4.308, S.D.=0.673), and the lowest level of mean was the ability of thinking and practice (Mean=4.121, S.D.=0.683). The confirmatory factor analysis of indicators for monitoring and evaluation of the student-centered learning management model was consistent with the empirical data very well (χ2 =31.425, df =23, P-value = 0.1127, χ2/df =1.366, RMSEA =0.024, CFI =0.999, TLI =0.997, SRMR=0.012).
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