 |
Ban
Prue Wai Report
of Final Evaluation |
|
| 5.3. | Improvement made in Teaching
Learning English Based on the interview with the teachers, 50% of them said that the project has improved their ability in teaching English by Very Much and the other 50% of them said of the same by Much. One of the teacher who was prepared to be English specialist in the school was rewarded by the Office of the Chachoengsao Provincial Primary Education as the Second Outstanding English 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 English teaching learning at the school. |
| 5.3.1 | Teacher
Effectiveness |
Sub-aspect being |
Level of Quality |
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| 1. | Mastery of Subject Matter | a. Not Knowledgeable (0%) 2. Somewhat Knowledgeable (0%) c. Undecided (0%) d. Knowledgeable (100%) e. Very Knowledgeable (0%) | |
| 2. | Ability to Arouse and Sustain Interest | a. Very Poor (0%) b. Somewhat Able (75%) c. Undecided (0%) d. Able (0%) e. Excellent (25%) | |
| 3. | Time Management | Very Poor (0%) b. Somewhat Able (0%) c. Undecided (0%) d. Able (100%) e. Excellent (0%) | |
| 4. | Clarity of Speech | a. Not Clear (0%) b. Somewhat Clear (0%) c. Undecided (0%) d. Clear (100%) e. Very Clear (0%) |
|
| 5.3.2 | Teaching
Aids |
Grades/Topics of Teaching/Names of Teaching Aids |
| Grade 1/ | Grade 2/ | Grade 3/ | Grade 4/ | Grade 5/ | Grade 6/ | |
| Greetings | Verb on Food and Drink | Colour |
Parts of the Body | |||
| Not Observed | Not Observed | - Advertising Evaluation: E and C |
- Pictures Evaluation: VE and C |
- Cue Evaluation: E and C |
- Cut-out Doll (in paper) - Cut-out Words (put on Black- board) - Song Evaluation: VE and VC |
Note: VE = Very Effective E = Effective VC = Very Clear C = Clear |
The teaching
aids were found to be Very Effective (in 2 classes) and Effective (in 2 classes) in
helping students learn. They were Clear (in 3 classes) and Very Clear (in one class) in
delivering their message. |
| 5.3.3 | Teaching
Method |
Grades/Topics of Teaching/Teaching Methods Used |
| Grade 1/ | Grade 2/ | Grade 3/ | Grade 4/ | Grade 5/ | Grade 6/ | |
| Greetings | Verb on Food and Drink | Colour |
Parts of the Body | |||
Not Observed |
Not Observed |
- Explanation Evaluation: SE |
- Explanation Evaluation: E |
- Explanation Evaluation: SE |
- Explanation - Questions and Answers - Assignment Evaluation: VE |
Note: SE = Somewhat Effective E = Effective VE = Very Effective |
All teaching
methods used were Somewhat Effective (in two classes), Effective (in one class) and Very
Effective (in one class) in activating students’ learning. |
| 5.3.4 | Students’ Activity Of the four classes observed, in average,
65% of the time was for group activity and the remaining 35% was for individual activity. |
Sub-aspect being |
Level of Quality |
||
| 1. | Appropriateness of the Individual Activity | a. Not appropriate (0%) b. Somewhat Appropriate (0%) c. Undecided (0%) d. Appropriate (100%) e. Very Appropriate (0%) | |
| 2. | Appropriateness of the Individual Activity | a. Not appropriate (0%) b. Somewhat Appropriate (0%) c. Undecided (0%) d. Appropriate (75%) e. Very Appropriate (25%) |
|
| 5.4. | Improvement made in School
Management The school principal (he) disclosed
that Much has been improved by the project in terms of school management. The improvement
made were as follows: |
| 5.4.1 | Teacher
Management |
| 5.4.1.1. | He assigned teachers from subject
matter teacher to a combination of classroom teacher and subject matter (specialist)
teachers. About 66% of the teachers are assigned as subject matter teachers in
Mathematics, Science, English and Physical Education. |
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| 5.4.1.2. | He planned to maintain to assign
this combination in the future. |
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| 5.4.1.3. | He gave reward to his teacher
when he/she performed better by some ways namely: (1) appreciation words, (2) higher mark
in performance appraisal, (3) opportunity for better achievement and (4) "golden
classroom" certificate. |
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| 5.4.1.4. | He evaluated his teachers
performance by ways of: (1) Using format from District Office, (2) visiting classroom
using regular schedule and sudden visits and (3) using judgment without visiting classroom
as necessary. |
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| 5.4.1.5. | He motivated his teacher through
conducting field study at the other schools, giving rewards and providing more opportunity
for further improvement. |
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| 5.4.1.6. | When his teacher did not perform
according to standards he helped the teacher by ways of: (1) assigning the teacher to work
and discuss his problem and solutions in group, (2) interest based assignment, (3) follow
up with the principal, (4) more encouragement and (5) give more opportunity to the teacher
for improvement. |
| 5.4.2 | Facilities
Management |
| 5.4.2.1. | In terms of library, he disclosed
the followings: (1) even though every student has compulsory book to read, average 30
students reading in the library daily, (2) one teacher was specifically assigned to manage
the library, (3) the library books were not sufficient in terms of number and titles. |
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| 5.4.2.2. | He motivated the students to
visit library by ways of: (1) assigning the students to visit on schedule and free time,
(2) campaigning on using library, (3) had the library’s arrangement improved and (4)
increase the number of books. |
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| 5.4.2.3. | He maximized to use school
laboratories (science, lab, language lab and computer lab) by students through the
followings: (1) assigning teachers to use it on schedule, (2) providing training for
teachers on its use, (3) campaigning on using science lab. |
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| 5.4.2.4. | He would like to have more room
for music, dance and physical education to implement the message of the curriculum. |
| 5.4.3 | Time
Management |
| 5.4.3.1. | Curriculum is his main reference
in managing his time. He managed his time efficiently according to the requirement of the
curriculum. Besides spending for administration, he also had to spend enough time for
teaching in the classroom, and for working with community, parents and others. For this,
he often had to work overtime. |
| 5.5. | Improvement made in
Quantitative Measures |
| 5.5.1. | Students'
Achievement |
| 5.5.1.1. | In Local Competition More students won competitions in school cluster, e.g. won first
prize in Quick Mathematics 1998. |
| 5.5.2. | Students’ Enrollment and Drop-out Students’ Enrollment (status at the end
of school year) |
Grade |
School Year |
||||
| 96/97 | 97/98 | 98/99 | 99/00 | ||
1 |
20 | 14 | 15 | 15 | |
| 2 | 14 | 18 | 10 | 16 | |
| 3 | 22 | 12 | 16 | 16 | |
| 4 | 09 | 18 | 13 | 17 | |
| 5 | 17 | 10 | 18 | 12 | |
| 6 | 18 | 17 | 10 | 20 | |
Students’ Drop-out: From 96/97 to 97/98
: (-) 7 students |
| 5.5.3. | Library Improvement made by the Project indicated
by the increase of the number of the Library’s books and more students borrow books from
the Library. The books in the Library increase in significant amount through donations and
government allocation. Books mostly borrowed by the students namely Required Textbooks,
Stories, Dictionary, Pocket Encyclopedia and Tourism. |
| 5.5.4. | Teaching-Learning Materials
Teaching-Learning Materials/Kits Added/Made as Inspired
by the project |
Mathematics |
Science |
English |
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| 1. | Dice | 1. | Alternate-pattern Scope | 1. | Pictorial Cards | |
| 2. | Game Cards (Addition And Substraction) | 2. | Needle-hole Scope | 2. | Vocabulary Cards | |
| 3. | Game Cards (Math Probs) | 3. | Solar Microscope | 3. | Games | |
| 4. | Tournament Team Game | 4. | Sundial | 4. | Song in Class Charts | |
| 5. | Fast Math Games | 5. | Air-pressure Shuttle | 5. | Worksheet for Practice in Listening, Speaking, Reading and Writing Skills | |
| 6. | Math Problem Cards | 6. | Hand-force Fan | 6. | Exercise Books | |
| 7. | Memory Card Games | 7. | Pulley Cart | 7. | Utensil Pictorial Books | |
| 8. | Dominoes | 8. | Animal Chart | 8. | Pet Pictorial Books | |
| 9. | "Where are My Legs" Games | 9. | Experiment Sets of Sound Travelling | 9. | Grocery Pictorial Books | |
| 10. | Calendar Fun Game | 10. | Experiment Sets of Light Travelling | 10. | Insect Pictorial Books | |
| 11. | Snake Stair Game | 11. | Iodine Test Kits | 11. | Fruit Pictorial Books | |
| 12. | Numbers Cards | 12. | One-baht Microscope | 12. | Wild Animal Pictorial Books | |
| 13. | Math Problem Tour Cards | 13. | X-ray Spectacles | 13. | Occupation Pictorial Books | |
| 14. | Number Matching Cards | 14. | 3-Dimension Spectacles | 14. | Our Body Pictorial Books | |
| 15. | Counting of Ten Cards | 15. | Astrological Teaching Kits | 15. | School Pictorial Books | |
| 16. | Addition of Ten Cards | 16. | Bubbled-magnifying Spectacles | 16. | Dialogue Practice Book | |
| 17. | Fast Math Lesson Cards | 17. | Moth Life-cycles | - Congratulations | ||
| 18. | Answer matching Cards | - Ordering Food | ||||
| 19. | Addition from Picture Cards | - Buying Food | ||||
- Buying Things |
||||||
| - Saying Thank You | ||||||
| - Apologizing | ||||||
| - Saying Sorrow | ||||||
| - Greeting | ||||||
| - Introducing Oneself | ||||||
| 17. | Models of Pig, Lion, Horse and Rabbit | |||||
| 18. | Puppets of Girl, Boy, Fruit and Things |
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5.5.5. |
School Building/Classroom A room of 11 x 16
meter square was completed through donations rendered by SEAMEO Secretariat and the
school. It has been used for teaching area and toilet for Kindergarten students. By this,
the Library area had been enlarged using the old room of the Kindergarten students before
they were moved to the newly constructed room. |
| VI. | Conclusion Based on the blue print made following
August 1996 needs assessment, all the inputs provided to the school were evaluated in
FY1999/2000, to assess the success in achieving objectives. Using process and output
evaluation, through observation and questionnaire administered to the teachers, the
principal, the supervisor and addressed to the physical aspects related to the quality
improvement process, the Secretariat summarized the following findings: |
| 6.1. | Improvement Made in Teaching
Mathematics, Science, English and Computer Based on the interview with the teachers, it was disclosed that the project has improved their ability in teaching Mathematics, Science and English very much. Of the three subject matters, the most improvement made was in Mathematics. From observation on their teaching, they found to be very effective teachers using effective teaching aids and teaching methods which could enhance students’ activity during their teaching-learning at the school in the subject matters. One of the teachers who was prepared to be a Mathematics teacher 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. The other teacher who was prepared to be an English teacher in the school was rewarded by the Office of the Chachoengsao Provincial Primary Education as the Second Outstanding English teacher for Primary School in the Province. It was also disclosed that the teachers also improved very
much the skill in using computer for preparation of their teaching and improving
students’ activity in learning. |
| 6.2. | Improvement made in School
Management The school principal (he) disclosed
that much had been improved by the project in terms of school management consisting of
teacher management, facilities and time management, and more active involvement of the
parents and surrounding community in upgrading the school. This information was supported
through observation and interview with the teachers. |
| 6.3. | Improvement made in
Quantitative Measures More students won
competitions in school cluster, e.g. won first prize in Quick Mathematics 1998. The
drop-out number of the students was slightly decreased across time since the project
adoption. More students made use of library service. The number of books of the library
were increased both textbooks and other books and so were the teaching materials. A room
of 11 x 16 meter square was completed through donations rendered by SEAMEO Secretariat and
the school which has been used for teaching area and toilet for kindergarten students. By
this, the Library area had been enlarged using the old room of the kindergarten students
before they were moved to the newly constructed room. |
|
| Achieving this
quality and quantity measures and in accordance with the objectives of the adoption, the
school was assessed to be able to sustain the quality teaching and learning activities. By
this, the Secretariat will terminate adoption of this school and adopt another feasible
school in FY2000/2001. _______________ |
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| Contact
Us: library@seameo.org SEAMEO Secretariat, 920 Darakarn Bldg., Sukhumvit Rd., Bangkok 10110, Thailand. Tel +66 (0) 2391-0144, +66 (0) 2391-0256, +66 (0) 2391-0554 Fax +66 (0) 2381-2587 |