Development of the Competency-Based Curriculum Perception Scale of Social Studies Teachers in Chiangmai Education Sandbox
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Abstract
This study aimed to investigate the current state and opinions of social studies teachers in Chiangmai Education Sandbox on the implementation of a competency-based curriculum in their classes, to develop and validate the psychometric properties of the competency-based curriculum perception scale, and to study the level of the teachers' perception of the concepts of the competency-based curriculum. The research was descriptive. A survey was used to collect data on the state of action in curriculum implementation and to measure the perception of the concepts of the competency-based curriculum from 300 social studies teachers who were chosen through multistage random sampling. The validation of the research tools was based on classical test theories and the Item Response Theory with the Rasch Model. Data analysis employed descriptive statistics.
The findings revealed that the social studies teachers demonstrated a commendable adherence to instructional objectives and educational management standards, reflecting a high level of implementation proficiency. (M = 3.99, SD = 0.78) However, assessing perceptions of the competency-based curriculum of social studies teachers posed certain challenges, particularly in terms of difficulty (p = .34-.79), discriminant (r = .27-.92), reliability (rtt = .76), validity and infit outfit statistic (Infit = .824-1.222, Outfit = .793-1.598, = 37.3772, df = 21, p = 0.08701, GFI = 0.9914, AGFI = 0.9942, RMR = 0.009844, AIC = 95.2772), although these concerns remained within the acceptable criterion. Moreover, the overall perception of the competency-based curriculum of the social studies teachers met the passing criteria.
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