Factors Affecting of Applying Results of Ordinary National Educational Test to Improve Educational Quality of Educational Institutions in the Three Southern Border Provinces
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Abstract
The objectives of this research were: 1) to study the factors that affect the use of test results and 2) to study the guidelines for the use of test results. Examples are administrators and teachers. The three southernmost provinces were obtained through multi-stage randomization. 500 students from 50 schools. The research methodology used mixed research methods. Research instruments include questionnaires and interviews for factors that affect the application of test results in educational institutions. It is characterized by 5 levels of estimation, with classification power ranging from .623 - .850, precision .983, and straightness from .80 - 1.00. Data were analyzed
by averaging, standard deviation, and multiple regression analysis with latent variables using
LISREL and content analysis
The results of the research are summarized as follows: 1) Factors affecting the use of test results to improve the quality of education It was found that the causal factor model has a predictive power of 21%. When considering the size of the influence of variables in the model, it was found
that the school context variable (CO) was the variable that influenced the use of test results
(β = .36) statistically significant at the .01 level, variable characteristic of personnel in educational
institution (β = .05) statistically significant at the .01 level and while the personnel characteristics
in educational institutions (CP) was found to be an influential variable test (β = .02) to the insignificant use of basic national education test results. 2) Guidelines for applying test results in educational institutions are as follows: 2.1) Discuss opinions on the application of test results in educational institutions 2.2) Conduct planning meetings to develop educational institutions according to standards and indicators 2.3) Analyze standards and indicators that need to be developed or implemented to have clearly aligned projects/activities 2.4) Improve the structure of teaching and learning management to be in line with indicators, including conducting supervision, monitoring and systematic performance evaluation.
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