Evaluation of the School Morality Teaching by Monk Project of Ang Thong Province

Abstract

          The objectives of this research are as follows: 1) to study the administration of the monks’ morality teaching program in schools in Ang Thong Province; 2) to compare the performance of administration of the program between monks and students. The study is conducted by a mixture of quantitative and qualitative methods. There are 2 groups of samples: 1) 262 students and 2) 95 teaching monks in the program that are selected by using the stratified random sampling method. The tool used for collecting data is questionnaire. Statistical methods for analyzing initial data consist of frequency, percentage, average, standard deviation, and t-test used as hypothesis test. The qualitative research is based on structured in-depth interviews with 10 key informants who are from 5 teaching monks and 5 parents of students who participated in the program. All are selected by specific sampling. Data analysis is conducted by content analysis.

          The results are found that 1) overall, the students rate the effectiveness of the administration of the Program at moderate level ( =2.71), maximum average is program management ( =2.90), followed by program benefits ( =2.88), teaching and learning activities ( =2.60), and minimum is teaching duty ( =2.48). While, overall, the monks rate their own moral teaching at moderate level ( =3.40), maximum average is program management ( =3.59), followed by program benefits ( =3.38), teaching duty ( =3.32), and minimum is teaching and learning activities ( =3.29). Overall, results from the key informants suggest that the monks should have potential in teaching and develop teaching by modifying for more understanding of students; 2) the comparative study of the level of compliance in the Program shows that both students and monks rate the aforementioned program are as follows: students give highest rating to program administration ( =2.90), followed by program benefits ( =2.88), teaching and learning activities ( =2.60), and teaching duty ( =2.48), respectively, while monks give highest rating to program administration ( =3.59), followed by program benefits ( =3.38), teaching duty ( =3.32), and teaching and learning activities ( =3.29), respectively. In a nutshell, there are statistical difference between students’ and monks’ perception at the level of 0.05 towards all four evaluation elements, including program administration, teaching and learning activities, teaching duty, and program benefits.