Ban Pruewai Final Evaluation Report

SEAMEO Community Involvement Project
Adoption of Ban Prue Wai Primary School

Report of Final Evaluation

I.	Objectives

1.1.	General Objective To know to what extent the project has improved the school in terms of teaching learning process, management, students’ achievement and physical aspects i.e. school building, teaching-learning materials/instrument/ equipment and library.
1.2.	Specific Objectives
	1.2.1	To obtain information on the improvement made by the project in the teaching learning of Mathematics.
	1.2.2.	To obtain information on the improvement made by the project in the teaching learning of Science.
	1.2.3.	To obtain information on the improvement made by the project in the teaching learning of English.
	1.2.4.	To obtain information on the improvement made by the project in the school management.
	1.2.5.	To obtain information on the improvement made by the project in the use of computer for teaching learning purposes.
	1.2.6.	To obtain information on the improvement made by the project in terms of (1) students’ achievement, (2) students’ enrollment and drop-out, (3) library, (4) teaching learning materials/kits, (5) school building and classroom.

II.

Methodology

This was a developmental research without control group nor pre-test and nor post-test. Observation (O) was done after Treatment/Experiment (X) as the following diagram:

X O

2.1.

Sampling

Data were collected from all population treated during the project implementation.

2.2.

Respondents

		2.2.1.	All teachers and the principal of the school
		2.2.2.	All students of the school
		2.2.3.	All physical aspects

2.3.

Instruments

		2.3.1.	Interview
		2.3.2.	Observation
		2.3.3.	Documentation

2.4.

Data Collectors

		2.4.1.	Programme Officer (Evaluation)
		2.4.2	Programme Officer (Development)
		2.4.3.	Information Officer
		2.4.4	Publication Officer

III.

Data Collection

Data were collected through site visit by the data collectors using the designed set of instruments.

To maintain their validity, the collected data were verified on the site and brought to the Secretariat for further process using simple descriptive statistics.

IV.

Schedule

	4.1.	Teaching-learning Process Evaluation on Mathematics (Grades 1-6) and school management, from 28 September to 2 October 1999, by POE
	4.2	Teaching-learning Process Evaluation on Science (Grades 1-6), on 28 and 29 February 2000, by POE and POD
	4.3	Teaching-learning Process Evaluation on using Computer (all teachers and the principal) on 12 June 2000, by POE
	4.4	Teaching-learning Process Evaluation on English (Grades 3-6): 28 and 29 February 2000, by IO
	4.5	Evaluation on the quantitative measures and physical aspects as follows: (1) students’ achievement, (2) students’ enrollment and drop-out, (3) library, (4) teaching learning materials/kits, (5) school building and classroom, including necessary documentation or videotaping, 28 and 29 February 2000, by POD and PubO.

Data Processing

Four aspects were measured to know the level of quality of the process of teaching and learning of the subject matter under evaluation, namely: Teacher Effectiveness, Teaching Aids, Teaching Method and Students’ Activity. The level of improvement was obtained from interview with the respective teacher following the teaching and learning observation.

5.1.

Improvement made in Teaching Learning Mathematics

Based on the interview with the teachers, 67% of them said that the project has improved their ability in teaching Mathematics by Very Much and 33% of them said the project has improved their ability by Much in the matter.

One of the teacher who was prepared to be Mathematics specialist in the school was rewarded by the Office of the Chachoengsao Provincial Primary Education as the Outstanding Mathematics teacher for Primary School in the Province.

Further are the data and description of the teacher effectiveness, teaching aids, teaching methods and students’ activity during the Mathematics teaching learning at the school.

5.1.1.

Teacher Effectiveness

Sub-aspect being Measured		Level of Quality
1.	Mastery of Subject Matter	a. Not Knowledgeable (0%) b. Somewhat Knowledgeable (0%) c. Undecided (0%) d. Knowledgeable (66%) e. Very Knowledgeable (34%)
2.	Ability to Arouse and Sustain Interest	a. Very Poor (0%) b. Somewhat Able (0%) c. Undecided (17%) d. Able (66%) e. Excellent (17%)
3.	Time Management	a. Very Poor (0%) b. Somewhat Able (0%) c. Undecided (34%) d. Able (66%) e. Excellent (0%)
4.	Clarity of Speech	a. Not Clear (0%) b. Somewhat Clear (0%) c. Undecided (33%) d. Clear (33%) e. Very Clear (33%)

Sixty six percent of the teachers were observed Knowledgeable and 34% were Very Knowledgeable in their subject matter . Sixty six percent of the teachers were Able to arouse and sustain students’ interest during their teaching, 17% of them were Excellent and the remaining 17% were Undecided to do so. Sixty six percent of the teachers were Able in time management during their teaching and 34% of them were Undecided in this matter. Thirty three percent of the teachers were Very Clear in their speech during their teaching, while the remaining 66% were divided by the same of 33% who were Clear and Undecided in the matter.

5.1.2.

Teaching Aids

Grades/Topics of Teaching/Names of Teaching Aids

Grade 1/
Addition

Grade 2/
Geometry Forms

Grade 3/
Project Work on Measurement

Grade 4/
Reading Table

Grade 5/
Decimal

Grade 6/
Fraction

- Pictures
- Dices
- Tables
- Worksheet

Evaluation:

VE and VC

- Hand-outs
- Geometry
Forms
(made of
Thick
Paper)
- Hand Tools
- Worksheet
for Group and
Individual)

Evaluation:

VE and VC

- Hand-outs
- Tables/Data
- Instruments
(to measure
Height and
Weight)
- Graphs
- Worksheet

Evaluation:

E and C

- Tables
- Hand-outs
- Worksheet

Evaluation:

VE and C

- Hand-outs
- Scales
- Tables
- Worksheet

Evaluation:

E and C

- Hand-outs
- Fractions
(made of
Cardboard)
- Songs
- Worksheet

Evaluation:

E and C

Note: VE = Very Effective E = Effective VC = Very Clear C = Clear

The teaching aids were found to be Very Effective (in 3 classes) and Effective (also in 3 classes) in helping students learn. They were Very Clear (in 2 classes) and Clear (in 4 classes) in delivering their messages.

5.1.3.

Teaching Method

Grades/Topics of Teaching/Teaching Methods Used

Grade 1/
Addition

Grade 2/
Geometry Forms

Grade 3/
Project Work on Measurement

Grade 4/
Reading Table

Grade 5/
Decimal

Grade 6/
Fraction

- Short
Explana-
tion
- Assign-
ment

Evaluation:

- Explanation
(byexam-
ples)
- Assignment
- Problem
Solving

Evaluation:

- Short
Explanation
- Demonstra-
tion
- Exploratory

Evaluation:

- Short
Explanation
- Assignment
- Problem
Solving

Evaluation:

- Explanation
by exam-
ples
- Problem
Solving

Evaluation:

- Short
Explana-
tion
With Quiz/
Games
- Assign-
ment

Evaluation:

Note: VE = Very Effective E = Effective

The teaching methods used were Very Effective (in 4 classes) and Effective (in 2 classes) in activating students’ learning.

5.1.4.

Students’ Activity

Of the six classes observed, in average, 60% of the time spent was for group activity and the remaining 40% was for individual activity. However, it was found that almost 100% of the time was spent on group activity (by one class).

Sub-aspect being Measured		Level of Quality
1.	Appropriateness of the Individual Activity	Not appropriate (0%) b. Somewhat Appropriate (0%) c. Undecided (0%) d. Appropriate (20%) e. Very Appropriate (80%) Note: One class did not have individual activity
2.	Appropriateness of the Individual Activity	a. Not appropriate (0%) b. Somewhat Appropriate (0%) c. Undecided (0%) d. Appropriate (17%) e. Very Appropriate (83%)

Eighty percent of the classes observed having Very Appropriate individual activity while the remaining 20% were having Appropriate one. Eighty three percent of the classes observed having Very Appropriate group activity while the remaining 17% were having Appropriate one.

5.2.

Improvement made in Teaching Learning Science

Based on the interview with the teachers, 83% of them said that the project has improved their ability in teaching Science by Very Much and 17% of them said of the same by Much.

Further are the data and description of the teacher effectiveness, teaching aids, teaching methods and students’ activity during the Science teaching learning at the school.

5.2.1

Teacher Effectiveness

Sub-aspect being Measured		Level of Quality
1.	Mastery of Subject Matter	a. Not Knowledgeable (0%) b. Somewhat Knowledgeable (0%) c. Undecided (0%) d. Knowledgeable (66%) e. Very Knowledgeable (34%)
2.	Ability to Arouse and Sustain Interest	a. Very Poor (0%) b. Somewhat Able (0%) c. Undecided (0%) d. Able (17%) e. Excellent (83%)
3.	Time Management	a. Very Poor (0%) b. Somewhat Able (0%) c. Undecided (17%) d. Able (17%) e. Excellent (66%)
4.	Clarity of Speech	Not Clear (0%) b. Somewhat Clear (0%) c. Undecided (0%) d. Clear (66%) e. Very Clear (34%)

Sixty six percent of the teachers were observed Knowledgeable and 34% were Very Knowledgeable in their subject matter . Eighty three percent of the teachers were Excellent to arouse and sustain students’ interest during their teaching while the remaining 17% of them were Able to do so. Sixty six percent of the teachers were Excellent in time management during their teaching and the remaining 34% of them were Able (17%) and Undecided (17%) in this matter. Sixty six percent of the teachers were Clear in their speech during their teaching, while the remaining 34% were Very Clear in the matter.

5.2.2
Teacher Aids

Grades/Topics of Teaching/Names of Teaching Aids

Grade 1/ Grade 2/ Grade 3/ Grade 4/ Grade 5/ Grade 6/

The Use of Air Classifiction of Animal Planets
Chemical Substance for Food

Explora-tion of Plants’ Colours

Density of Materials

- Paper Fan
- Paper
Windmill
- Pencils
- Balloon

Evaluation:

E and VC

- Pictures of
Animals
- Scissors
- Tapes
- Paste
- Worksheet

Evaluation:

VE and VC

- Model of
Planets
- Chart
- Writing
Pad
- Pencils
- Worksheet

Evaluation:

U and U

- Container
- Chemical
Substance
(Salts and
Minerals)
- Cotton
Buds
- Worksheet

Evaluation:

VE and C

- Leaves
- Flowers
- Ginger
- Basin
- Plastic
Basket
- Tray
- Cups
- Grinder/
Pounder
- Worksheet

Evaluation:

VE and C

- Container
- Water
- Salt
- Oranges
- Eggs
- Worksheet

Evaluation:

E and C

Note: VE = Very Effective E = Effective VC = Very Clear C = Clear
U = Undecided

The teaching aids were found to be Very Effective (in 3 classes) and Effective (in 2 classes) in helping students learn. They were Very Clear (in 2 classes) and Clear (in 3 classes) in delivering their message. However, teaching aids for grade 3, Model of Planets, was too complicated for grade 3 students to learn and seemed less facilitated their learning, and hence valued as Undecided both in its effectivity and clarity of its message in helping students learn.

5.2.3
Teacher Methods

Grades/Topics of Teaching/Teaching Methods Used

Grade 1/ Grade 2/ Grade 3/ Grade 4/ Grade 5/ Grade 6/

The Use of Air Classifiction of Animal Planets
Chemical Substance for Food

Exploration of Plants’ Colours

Density of Materials

- Short
Explana-
tion
- Project
Method

Evaluation:

VE

- Short
Explanation
- Project
Method

Evaluation:

VE

- Questions
and
Answers
- Exploratory

Evaluation:

U

- Short
Explanation
- Experiment

Evaluation:

VE

- Short
Explanation
- Experiment

Evaluation:

VE

- Short
Explanation
- Experiment

Evaluation:

VE

Note: VE = Very Effective
U = Undecided

All teaching methods used were Very Effective in activating students’ learning. However, methods used for Grade 3 to explain Model of Planets was too complicated for grade 3 students to learn and seemed less facilitated their learning.

5.2.4
Students’ Activity

Of the six classes observed, in average, 73% of the time was for group activity and the remaining 27% was for individual activity.

Sub-aspect being
Measured

Level of Quality

1. Appropriateness of the
Individual Activity a. Not appropriate (0%) b. Somewhat Appropriate (0%) c. Undecided (33%) d. Appropriate (17%) e. Very Appropriate (50%)

2. Appropriateness
of the Individual
Activity a. Not appropriate (0%) b. Somewhat Appropriate (0%) c. Undecided (0%) d. Appropriate (33%) e. Very Appropriate (67%)

Fifty percent of the classes observed having Very Appropriate individual activity, 33% of them were Undecided while the remaining 17% were having Appropriate one. Sixty seven percent of the classes observed having Very Appropriate group activity while the remaining 33% were having Appropriate in the matter.

Last updated : 25 July, 2006
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Sub-aspect being Measured		Level of Quality
1.	Appropriateness of the Individual Activity	a. Not appropriate (0%) b. Somewhat Appropriate (0%) c. Undecided (33%) d. Appropriate (17%) e. Very Appropriate (50%)
2.	Appropriateness of the Individual Activity	a. Not appropriate (0%) b. Somewhat Appropriate (0%) c. Undecided (0%) d. Appropriate (33%) e. Very Appropriate (67%)