Evaluation of Mathematics for Life and Community through the Sufficiency Economy Project Case Study of Ban Nongle School

Abstract

This project evaluation was conducted based on Tyler’s Evaluation Model (1949). The objectives of this evaluation were to assess: 1) project objectives, 2) implementation plans, 3) developmental guidelines, 4) project execution, 5) project outcomes, and 6) project impacts. The data sources comprised one administrator, six teachers, one janitor, 43 students (Grades 1–6), 40 parents, and academic achievement records from the 2024 and 2025 academic years. The evaluation instruments comprised assessment forms, interview schedules, behavioral observation scales, questionnaires, and attitude scales. The evaluation findings are as follows 1) The objectives were highly congruent with student development needs and parental expectations regarding mathematical skills, demonstrating a strong alignment with the mathematics curriculum integrated with Sufficiency Economy principles. 2) The activity formats were found to be appropriate and well-structured. 3) The project was well-supported by the readiness of instructional media, equipment, personnel, and facilities. 4) All eight activities were considered effective as they utilized learning processes rooted in authentic contexts. However, some limitations were noted, particularly time constraints for complex activities, student presentations, and the need for greater calculation speed and accuracy. 5) Students demonstrated a "Good" level of mathematical process skills and collaborative abilities. Overall, student satisfaction and attitudes toward mathematics were at a "High" level. And 6) The impact assessment indicated an improvement in mathematics academic performance among students in Grades 1–4. Most participants exhibited a heightened awareness of financial saving and were able to effectively apply calculation and statistical knowledge to their daily lives.