European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 3 │ 2017
doi: 10.5281/zenodo.269938
CAUSAL FACTORS AND INCREASING THE EFFECTIVENESS
GUIDELINES OF LEARNER QUALITIES IN THE OPPORTUNITY
EXPANSION SCHOOLS UNDER THE OFFICE OF BASIC
EDUCATION COMMISSION
Paitoon Prommakul1i, Arun Suikraduang2, Paisarn Worakham3
1,2,3
Research and Evaluation Program, Faculty of Education,
Rajabhat Maha Sarakham University
Maha Sarakham, Thailand, 44000
Abstract:
This paper reports in the aims of research study were to investigate the effectiveness
level on learner qualities, to determine the causal factors and increasing the
effectiveness guidelines of learner qualities, to develop and validate causal model of
multi-level factors that influence the effectiveness, and to promote the increasing the
effectiveness guidelines of learner qualities in the Opportunity Expansion Schools under
the Office of Basic Education Commission were the main purposes. Administrations of the
sample consisted of 1,122 teachers who taught and students who sat at the 9 th grade
level in 33 schools with the Multistage Random sampling technique. Using both the
high quality of the research instruments was validated and reliable with the
questionnaire evidence of 0.912, to measure achievement motivation confidence of 0.906
and attitude test with a confidence of 0.908, respectively. Statistically significant
analyzed with the descriptive statistics and confirmatory factor analysis (CFA), the
multilevel confirmatory factor analysis (MCFA) and structural equation modeling
analysis and the study of ways to promote the effectiveness guidelines of learner
qualities in the opportunity expansion schools with seminar was based on the expert
connoisseurship both quantitative and qualitative data were analyzed. The results of
the research findings as the effectiveness guideline level indicated as a whole at the
medium level. The causal factors of learning motivation and attitude towards students’
learning outcomes were related at the high level. The causal factors were also found
between increasing the effectiveness guidelines of learner qualities and their motivation
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
91
Paitoon Prommakul, Arun Suikraduang, Paisarn Worakham
CAUSAL FACTORS AND INCREASING THE EFFECTIVENESS GUIDELINES OF LEARNER QUALITIES IN THE
OPPORTUNITY EXPANSION SCHOOLS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION
consistency with the empirical data ( = 120.544, df = 111, P = 0.252, CFI = 0.999, TLI =
and attitude towards to their learning outcomes with the learning processes were
2
0.999, RMSEA = 0.009, SRMRW = 0.029, SRMRB = 0.132, and
2
= 1.086). The effect
sizes and influences considered directly as the highest evidence of 0.919, 0.792, and
0.292 with their affecting learning processes, attitudes, achievement motivations at the
relation level of 0.01, respectively. The guidelines for learning processes consisted of
four main components that followed as: introduction, the thinking processing
knowledge, practical schooling guideline, and practical classroom guideline. The
assessing experts were evaluated to qualify causal factors and increasing the
effectiveness guidelines of learner qualities to their appropriateness and feasibility are
provided at the highest level, interestingly.
Keywords: causal factors, effectiveness, guideline, learner qualities, the opportunity
expansion school
1. Introduction
Focused on the education of Thailand that is currently facing a crisis, and the quality of
education as can be seen from a competitiveness students’ learning outcomes and their
performance of the overall in year BE 2558, the IMD ranking in education the country
ranked 46th out of 61 countries in terms of opportunity and equality in educational
quality, the top of 52 for quality education for the IMD which considering various
criteria including the ratio of students per teacher in primary student’s evidence of
,
the secondary students showed the ratio of 20:1 which they are ranked of 34 and 55
respectively, as well as the ability to use English in Thailand as measured by the TOEFL
test is also poorer and end up in the top 57 out of 61 participating countries (Office of
the Education Council,
). Students’ responses of their national learning
achievements were assessed by the National Institute of Educational Testing Service
(ITD) (National Test) were ranked at the level of 34 and 55 respectively, as well as the
ability to use English in Thailand as measured by the TOEFL test is also poorer and end
up in the top 57 out of 61 participating countries. The results of educational testing of
the basic O-Net (Ordinary National Education Test) of students at the grade 9th level in
the whole of the year BE 2558 that it has indicated of scores less than 50 percent of all
subjects (National Education Testing Institute, 2016). In summary performance,
education system in Thailand in the international arena is not satisfactory, many
countries are lagging behind in terms of quality, and efficiency of education
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CAUSAL FACTORS AND INCREASING THE EFFECTIVENESS GUIDELINES OF LEARNER QUALITIES IN THE
OPPORTUNITY EXPANSION SCHOOLS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION
opportunities from the assessment mentioned as above, it is low quality of the learners.
It is important that there is an urgent need to involve the students and help them find
solutions to improve the quality of learning to increase their developing the learning
qualities of their learning outcomes.
In terms of school effectiveness, in terms of student’s qualities the indicator of
students’ success in education since the ultimate goal of education as to raise the quality
of their learning outcomes are indicated (Office of the Education Council, 2013). The
quality of the learning society needs, it is clearly stated in the Education Act of BE 2542,
as amended Act BE 2545, in section 6 states that "Education must be to develop Thai people
as a perfect man, bodily, mental, intellectual, moral, ethical and cultural knowledge and life can
coexist happily with others." This was in line with the objectives of the core curriculum of
the Basic Education Act in BE 2551, which was aimed at developing the students who
have a good understanding of their potential to continue their education and careers
(The Bureau of Educational Testing Service, 2011). The Ministry of Education has
announced the adoption of basic education for quality assurances within education of
the standardized students have six quality standards, such as; learner will have good
health and aesthetics, learner with moral and ethical values are desirable, learner has
the pursuit of self-learning skills who love to learn and develop themselves
continuously, learner has the ability to think systematically creativity to solve problems
rationally, learner with the knowledge and skills required by the curriculum, and
learner with the skills to work whose can work with others and have a good attitude to
the profession of faith (The Bureau of Educational Testing Service, 2011). The school is
an institution with the responsibility to teach the students the quality education that
they need to manage the quality and standard of education.
The Opportunity Expansion School (OES) is the primary educational service area
institute under the Office of Basic Education Commission meanwhile it has authorized
the implementation of grade lower secondary education school level in the primary
educational schools across the country in the year BE 2533. The opportunity for
students from the graduating grade 6th students into at the grade 7th to grade 9th level in
lower secondary classes without examination and without charge under any principle
aim to give of their learn to develop their skills that according to the professional
aptitude and interests. This policy is to develop in the higher educational levels, with
the goal of providing education to students in guidelines that are appropriate to their
benefit to society, and operating from the academic year BE 2533 to date a total of 7,157
schools of the OES (The Ministry of Education, 2016) at this currently. The OES School
has expanded educational opportunities, most of disparity and difference, greatly to the
Secondary Educational Service Area Office (SESAO).
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CAUSAL FACTORS AND INCREASING THE EFFECTIVENESS GUIDELINES OF LEARNER QUALITIES IN THE
OPPORTUNITY EXPANSION SCHOOLS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION
In terms of the budget quality personnel quality students, as well as other
factors, such as; the cooperation of the educational community are supported, agencies
or organizations in neighboring schools, and closely monitoring assistance from the
district office or agency. All these factors affect the effectiveness of the OES School to
expand educational opportunities for quality students that it is low from the results of a
national test of basic education (Ordinary National Educational Testing: O-NET), which
was organized by the National Institute of Educational Testing Service (ITD) in the
ninth grade in the OES school. The results showed that the achievement of the students
to their learning in the five groups that it was indicated the average score is less than 50
percent (National Education Testing Institute, 2016). So that the OES, therefore it is
necessary to carry out the development, administration and education to provide
students with a quality guarantee. The management of the OES School should be
educated the quality and can meet the requirements needed to develop the students to
comply with the quality standards of education. In the operation, development,
administration and education, which need factors and various factors that influence the
effectiveness of the standard quality of the OES students which will be the basis to their
development of their quality according to the students’ moment toward their desirable
(Wongwanich, 2007).
To investigation of the concept and theory of the factors that affecting the quality
of the students considering the variables used to predict of their qualities. It has found
that a variant of the well is equipped with a student’s variable level and classroom’s
variables level. The nature of the research study will look at the Hierachical Nested Data
and the level of proficiency levels in Multilevel of Measurement (Wiratchai, 2002).
Especially, the level of individual students is the smallest unit of measurement, features
variable and influenced by the teacher or classes. The analyzing past data is done with
the same level, similarly. The omission of the data structure is made a mistake in
concluding international level that it due to the coefficient of performance and accuracy
of the prediction variance is high and stable, and data analysis only a single level. Thus,
it contradicts the true nature of the differences between the groups are predicted.
Exactly, the information data from the problems of the OES schools, the
condition of the educational structure as above; the researchers realized the importance
of education in the OES schools whereas focused on the factors that influence the
effectiveness of the OES schools that the standard of the solution to improving schools
appropriately in accordance with the conditions and guidelines of their life that will
lead to prosperity and stability of the country as a whole.
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CAUSAL FACTORS AND INCREASING THE EFFECTIVENESS GUIDELINES OF LEARNER QUALITIES IN THE
OPPORTUNITY EXPANSION SCHOOLS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION
2. Methodology
The characteristics of a highly effective learning environment for in-person professional
development from teach thought on how to create an effective learning environment in
the OES classrooms or schools. Wherever researchers are to think that the OES
classrooms are intellectually active places, progressive learning management likes the
21st Century Model in investigate of the causal factors and increasing the effectiveness
guidelines of learner qualities in the opportunity expansion schools under the office of
basic education commission in Thailand, which indicated that of highly effective and
conducive to student-centered learning in the OES schools are provided that evidence
of the research methodology as following as:
3. Research Objectives
1. To investigate the effectiveness guidelines of learner qualities in the OES
Schools
2. To examine the factor level that influences of the effectiveness guidelines of
learner qualities in the OES Schools.
3. To develop and validate the multi-level model of causal factors and increasing
the effectiveness guidelines of learner qualities in the opportunity expansion schools.
4. To associate the effectiveness guidelines to promote the learner qualities in the
opportunity expansion schools to their learning effectiveness guidelines outcomes.
4. Research Hypothesis
1. Causal influencing factors and the effectiveness guidelines of learner qualities
in the OES will be correlated.
2. Causal influencing factors and the effectiveness of classroom learning qualities
in the OES will be correlated.
3. The relationship model of the causal factors between learner qualities and
classroom learning qualities in the OES will be associated.
5. Research Limitations
The objectives of this research were to investigate the causal factors and
increasing the effectiveness guidelines of learner qualities in the opportunity expansion
schools under the office of basic education commission that includes of:
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OPPORTUNITY EXPANSION SCHOOLS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION
1. Classroom factors were the learning processes
2. Learner factors were learners’ motivations and attitudes towards their learning
outcomes.
6. Sample
The sample size was administered with of 1,122 secondary educational teachers who
taught in the grade 9th level and secondary educational students who sat at the 9 th grade
level in 33 opportunity expansion schools under the Office of Basic Education
Commission in the Primary Educational Service Areas from the Northeastern Region of
Thailand with the randomly multistage (Multistage Random Sampling).
7. Research Variability
7.1 Independent Variable
The independent variable composed of the influencing effectiveness factors, learner
qualities that it was separated as;
1. Classroom variable concluded of the learning processes were measured by the
5-observers, student-center learning, the promotion of quality learning activity ranges,
highlighting learners’ thought process, the classroom learning environments were
conducted to learning, and the involvement of stakeholders.
2. Learner variable consisted of two latent variables, namely learners’ motivation
is measured by the 5 observers, which composed of venturesome, enthusiasm, planning
framework, and the unique effort to reach their destination.
3. The attitudes towards learning, to be measured from the observed variables
that consisted of knowledge, emotion, and behavior.
7.2 Dependent Variable
The dependent variable is the schooling effectiveness, which it was including the basic
education standards for quality assurance in education of learners’ qualities and
consisted of their good health and aesthetics with their moral and ethical values, and
desirable. Learners must be developed educational themselves with the skills to seek
self-knowledge in terms of We love to learn and develop ourselves continuously . Learners
should have the ability to think systematically and creativity to solve problems
rationally with the knowledge and skills required by the curriculum. Learners should
have the skills to work; they can work with others and have a good attitude to the
profession of faith.
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OPPORTUNITY EXPANSION SCHOOLS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION
7.3 Research Procedures
This research procedures were investigate of the causal factors and increasing the
effectiveness guidelines of learner qualities in the opportunity expansion schools under
the office of basic education commission with the action research technique in 2 phases.
7.4 The First Phase: Previous Research Study
To investigate of the causal factors and increasing the effectiveness guidelines of learner
qualities, and to check consistency between the models that relationship hypothesis
with empirical data in the opportunity expansion schools under the office of basic
education commission.
A. Data Souses
Using the Multistage Random Sampling technique was selected of the sample groups of
teachers and students in the lower secondary classes of the OES Schools that consisted
of 1,122 teachers and students.
B. Research Instruments
1. The Recording Learner Quality Standard Form (RLQSF)
Using the RLQSF was assessed the learners’ quality standard on six standards by
classing teachers, advising teachers.
2. The Learning Processing Questionnaire (LPQ)
To collect data of the sample size with the LPQ questionnaire by the teachers who were
provided.
3. The Learning Motivation and Attitude Achievement Measurement (LMAAM)
Learners’ motivation and attitude towards their learning outcomes were measured with
the LMAAM instrument to the students who were the sample size.
In keeping with the researchers modified of the RLQSF, LPQ and the LMAAM research
instruments are validity and reliability were used to collect data and also found that of
the internal consistency (Cronbach Alpha Reliability) of 0.912, 0.906, and 0.908,
respectively for this study.
C. Collected Data
In terms of the transmission and data collection, the researcher collected data manually
and by mailed questionnaires and insert a blank stamped envelope that it has reached
the required data, completely.
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OPPORTUNITY EXPANSION SCHOOLS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION
D. Data Analysis
The effectiveness guidelines of learner qualities effectiveness guidelines of learner
qualities were analyzed with average mean scores and standard deviation. The
structural equation modeling level was analyzed with the Mplus and descriptive
statistics and confirmatory factor analysis (CFA), the multilevel confirmatory factor
analysis (MCFA) were used.
7.5 The Second Phase: To Promote the Effectiveness Guidelines
The research in the Second Phase was taken the information from the results of the First
Phase of the causal factors and increasing the effectiveness guidelines of learner
qualities in the opportunity expansion schools under the office of basic education
commission to the maximum size with the learning process and an indicator weighs the
highest priority was to focus on the thinking processes to find the guidelines to promote
the implementation of the Second Phase was conducted that follows as:
7.6 Research Procedures
The information was taken from the research in the First Phase factors that influences
the effectiveness of students’ qualities. The factors that influence the maximum size of
the learning process and an indicator weighs the highest priority was to focus on the
thought process to find learners’ guidelines to promote on the synthesis of theoretical
concepts and content of the documents and related research, and interviewing experts
in the process of learning processes. To determine the suitability and the possibility of
drafting guidelines for organizing the learning process by the application based on the
expert seminar (Connoisseurship). Finally, after reviewing the material, which is an
important component in the process of drafting the learning process with seminars by
experts based on experts (Connoisseurship), the researchers have led to the use of
information to improve and develop in the process of learning processes to be more
complete.
8. Results
The results of these finding have found that the causal factors and increasing the
effectiveness guidelines of learner qualities in the Opportunity Expansion Schools
under the Office of Basic Education Commission in the 33 OES Schools of the
Northeastern Primary Educational Service Office Areas indicated that as a whole in the
medium level when considering the levels were productive at a high level of 2
standards include of students have health in their good and aesthetics. The second
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OPPORTUNITY EXPANSION SCHOOLS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION
standard, students have a class morality, ethics and values, desirable and productive in.
level of four standards, which including standard at the 3 rd standard with the skills to
seek self-knowledge. Learners love to learn and develop themselves continuously. On
the 4th standard, learners were developed with the ability to think systematically,
creativity to solve problems rationally standard six students with job skills can love
working with other people and have a good attitude and a profession of faith,
especially, learners were improved of their knowledge and skills required by the
curriculum.
Overall, on learners’ factors of their learning motivation and attitude towards
learning outcomes, the OES Schools indicated that at the high levels when considering
all factors. Each factor that was to a large extent and responded as the highest level in
their classroom factors was determined. The learning process and the lowest factor that
responded on learners’ quality level were promoted with their motivation, significantly.
The results of the OES School model were to determine the causal relationship model of
multi-level factors that influence the effectiveness of learner qualities. Focused on the
results of confirmatory factor analysis of multilevel models to measure the effectiveness
of that model of the OES schools, the validity or consistent with empirical data, which
2 = 5.640,
was based on the assumption that set by researchers to consider the statistics used to
determine the validity of the model included as;
2
df = 11 , P = 0.8963, CFI =
1.000, TLI= 1.003, RMSEA = 0.000, SRMRw = 0.003, SRMRB = 0.015,
= 0.5127, and
all the variables that are within the correlation (ICC) over of 0.05 indicates that the
observed variables within a variance of both the students and the classroom factors was
appropriate to put a multilevel analysis.
The development and validation of structural equation modeling analysis of
structural equation modeling showed that the factors that influence the effectiveness of
the school. The standards of learners in the OES schools as consistent with empirical
data and can show a causal relationship has been both a student and the classroom
2 = 120.544, df = 111, P = 0.2522, CFI = 0.999, TLI = 0.999,
factors, which is based on assumptions and the statistics used to determine the validity
of the model included as:
RMSEA = 0.009, SRMRW = 0.029, SRMRB = 0.132, and
2
= 1.086. The effect size
directly analysis and indirect effect of the influence in the structural equation modeling
when considering the effect sizes, the results have found that the learning process with
the
size influences the effectiveness of the OES schools as the most statistically
significant at 0.919 level and significant at the evidence level of 0. 01. The indicator
weighs indicated of the highest priority that it was to focus on the process followed by
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Paitoon Prommakul, Arun Suikraduang, Paisarn Worakham
CAUSAL FACTORS AND INCREASING THE EFFECTIVENESS GUIDELINES OF LEARNER QUALITIES IN THE
OPPORTUNITY EXPANSION SCHOOLS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION
the attitude towards learners’ learning outcomes. The effect sizes were . 9 and their
motivating achievement with the effecting sizes as 0.292 respectively.
The guidelines of learning processes that focused on the thinking processes were
contained of four main components, namely; introduction, knowledge of thinking
processes, schooling practical guidelines, and assessing results were evaluated by the
luminaries who have the right and the possibility at the higher level, responsively.
9. Discussions
9.1 The Results of the Causal Factors and Increasing the Effectiveness Guidelines of
Learner Qualities in the Opportunity Expansion Schools under the Office of Basic
Education Commission
The primary educational level aims at providing basic knowledge and promoting the
development of children towards effective learning and desirable behavior. The
secondary level aims at providing students with further general knowledge and skills
that will enable them to earn a living, become an apprentice or continue their studies at
a higher level (The Ministry of Education 2016: 61-73). Many factors may account for the
low participation rate of children in this age group. First, there is no school at the
secondary level in the villages. Before the period of the Third Plan (1972-76), there were
secondary schools only in large districts. In accordance with the recommendation of the
Educational Reform Committee, the Third Plan gave importance to the problem of
equality of educational opportunity. At the secondary level, the aims were to improve
the quality of rural schools and to increase the enrollment ratio in the rural areas. The
Ministry of Education was forced to establish secondary schools at the sub-districts and
villages’ level also to force the possibility of making lower secondary education to
allocate more of its budget to the education sector, or at least to be able to reallocate the
budget within the education sector and to send their children to school beyond the
primary level into the Opportunity Expansion Schools (OES) that there was approximately
one OES secondary school per five Sub-district.
The National Opportunity Expansion Schools is expanding educational
opportunities to expand opportunities for children and young people, including
Buddhist monks and novices through primary education without gender, social status
and economic conditions as well as physical and mental disorders were studied in
lower educational level both in school and outside the school system as much as
possible. The OES extended schools most it is located in a remote rural area; learners
have to stay away from school for at least 7 kilometers. So that students learn the most
lack of availability of classes and lack of educational opportunities, parents, mostly poor
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OPPORTUNITY EXPANSION SCHOOLS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION
attention or support for education or students who may have family issues, which affect
the effectiveness of the quality standards in line with the students (Kanjanadee, 2013)
has researched analysis of multiple variables that influence academic achievement of
students at the sixth grade level in three southern provinces, it was found that the
variable level of students who was including of their attitudes toward their learning
motivation and promote to their parental influencing students’ achievements that
indicated in a statistically significant at the level of 0.01 and variable all three could
explain the variance of 53.99.
9.2 The Problems of Secondary Opportunity Expansion Schools under the Office of
Basic Education Commission in Thailand
A major issue of the problems of the OES schools is the shortage of teachers who can’t
teach in their major’s addition, teachers are not teaching the learner and the learner
can’t develop of their individually. The teacher must teach multiple subjects and
multiple levels. Students lack of opportunity and equality in compulsory education.
Since the state can’t budget adequately and thoroughly studied in the city where there
are opportunities and equipped than schools in rural areas. Because of the state budget
allocated to hold the head of a primary school (Rooncharean, 2002: 54). Most of the OES
schools are experiencing similar problems with the curriculum and curriculum
implementation, effective due to the shortage of personnel with knowledge of
curriculum issues, teaching and assessment and evaluation materials, curriculum and
materials, teaching and the shortage of personnel with expertise in each strand of the
teacher learning that it does not end any other major or minor source in accordance
with the teaching (Kangpheng, 2008) who reported of his research study on the
administration to influence of the effectiveness in the OES schools that the development
model and the validity of the findings showed that the learning processes, the
classroom learning environments, the school climates, and the academic leadership
influence of the effectiveness in the OES schools. In terms of the indirect effects that the
performance of the organization and the leadership passed to the learning processes
with the school environments and the school transmission factors of the learning
processes in according to the current conditions and the problem factors. This problem
is causing the performance of the OES schools that it focused on the schools’ qualities
for increasing the effectiveness guidelines of learner qualities as a whole in the medium
level.
In terms of the causal factors and increasing the effectiveness guidelines of
learner qualities in the opportunity expansion schools under the office of basic
education commission, the overall factors that influence of the effectiveness in the OES
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OPPORTUNITY EXPANSION SCHOOLS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION
have shown of the highest levels of factors that including classroom learning process
and an indicator weighs the highest priority to improve students’ ideas to focus their
learning processes are the effectiveness guidelines for the system of their learning to
their thinking and acting whose they will lead to the better changes. If the person who
have been learnt with the knowledge that good effective and appropriate to their giving
opportunities and can chance to knowledge, understanding of the subject or processes.
It is perfectly clear and profound sense of their attitudes in the proper their guidelines
and changes their behaviors or acts in their guidelines towards their desirability
(Khammanee, 2002). Because learning is the continuous processes and the changes that
occur in the brain, action and experience for each person who is able to develop their
ideas are provided. The recall involves of learners’ understanding the mind awareness,
analysis and solutions. Learning in any subject can understand the relationship of
things to be related matters in other words; the action is the thought processes involved
with practice to conclusion that learners’ learning and understanding who can be
achieved (Chartbunchachai, 2005). The enhancing the quality of students is an
important goal, the learning process is of the utmost importance, therefore, should
focus on improving the quality of learning as curriculum defined for students’ results in
their learning qualities or features. According to the leadership course to practice is
directly responsible for the management of educational institutions.
9.3 Results of the Confirming Multiple Components of the Model
The results of confirmatory factor analysis of multilevel models to measure the
effectiveness of that model to measure the effectiveness of the OES schools, the validity
or consistent with empirical data, which is based on the assumption that researchers set
are reported to be owing to the following reasons as: the conceptual framework of the
research was designed with the researchers to analyze the factors that influence the
effectiveness of the principles, theories and concepts related research from the domestic
and foreign research studies that were indicated very often the high quality factors were
used in the research study. The research instruments are validated and reliable that the
quality criteria were analyzed. The sample size consisted of the large sampling that
enough to meet the acceptable amount of data used to analyze multiple levels require
evidence of the large sample, and the variables are multivariate normal distribution,
suggested that the multivariate analysis with the parameter estimation to administer of
the sample size should not be less than 100, it will make the results more reliable ม
suggested that the multivariate analysis to the total of sample size should be no less
than 20 times. The number of parameters should be used a sample of 1,122 people in
this study, which followed as the criteria. The analyzing and adjusting the model are
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CAUSAL FACTORS AND INCREASING THE EFFECTIVENESS GUIDELINES OF LEARNER QUALITIES IN THE
OPPORTUNITY EXPANSION SCHOOLS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION
conducting the data analysis process, analysis model structural equation at every step
along the unaudited preliminary data necessary in the first step in analyzing what
information is appropriate to be analyzed in the next stage or not.
9.4 Development and Validation of the Structural Equation Multi-Level Model
The results of developing and validated of the structural equation modeling multi-level
showed that the level of structural equation modeling factors that influence the
effectiveness of the OES schools with the standard of learners and schooling standard
were consistent with empirical data and can show a causal relationship has been both a
student and the classroom, significantly. Which is based on the assumption and set up
were separated list of factors discussed by the researchers that following as below:
The learning process has a direct influence on the effectiveness of the OES
schools as 0.919, the most statistically significant at the level of 0.01, evidently. It dues to
the learning process as an important process in the course into practice with the core
curriculum of the Basic Education Act BE 2551 is of course standards of learning.
Performance of learners and desirable characteristics as a prime target, and in
accordance with the ”asic Standard for Quality “ssurance in Education of learners’
qualities contained with learners will have good health and aesthetics, and moral and
ethical values are desirable. The pursuit of self-learning skills with their love to learn
and develop themselves continuously who must have the ability to think systematically
and creativity to solve problems rationally. They should have the knowledge and skills
required by the curriculum with the skills to work and can work with others, and to
have a good attitude to the profession of faith.
The learning process focused on the learner-center, students look forward of
their good idea to practice learned from experience’s variety. They need happy to learn
as teachers, faculty, students’ individually preparation of teaching materials and
incorporating universal knowledge with wisdom Thailand by teachers. The classroom
learning environment is conducive to learning, procurement and development
resources variety are developed their ideas of a systematic and creative learners. The
key elements of learning processes due to self-learning and learning outcome from the
lessons of others are administered. Visitors will learn how the process of learning that
may have come from ideas or their own preferences or from teaching to learning
content pages. Learning content with any process or method are the best suits that
would materially affect to students of their better learning to learn the content itself
with their clear and to learn about the processes of learning coupled with according to
Kangpheng’s studies on the administration to influence the effectiveness of the OES
schools. the results of the development model and the validity of the model showed
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OPPORTUNITY EXPANSION SCHOOLS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION
that the performance of the organized learning process factors in the classroom learning
environments in the OES schools and the leadership have a direct influence on the
effectiveness of the school, interestingly (Kangpheng, 2008).
In according to the indirect effect has found that the performance of the
organization and leadership of the transmission factors to the learning process with the
classroom learning environments in the OES schools to pass on the learning processes.
In accordance with Wonghai (2014) has reported the multilateral level, affecting the
results of the national test of basic (O-NET) in Mathematics at the 6th grade level in the
OES schools showed that three independent variables included of the classroom, the
qualities of teaching experience, teaching and learning environments were associated
with a statistically significant level at 0.01. In terms of the motivation is a factor
influencing both directly on the effectiveness of the OES schools indicated of statistical
significance at level of . . This result was shown students’ achievement motivations
of the effectiveness in the OES schools as the high standard in their classes. It may be
because students’ commitment guidelines of remembering the punctually attending
their classes regularly, responsible well done assignments, planning on learning to read
and review, the confidence to learn that the effectiveness as the high standard of the
students as well as consistent with the findings of Keawmongkol (2013), whose
conducting research factors that influence the effectiveness of academic administration
of the schools under ”angkok Metropolitan “dministration. Students’ learning
behavior has a positive influence on the effectiveness of school management, academic,
and significance level of 0.01 was analyzed, and in accordance with Kanjanadee (2556)
has reported analysis of multiple variables that influence academic achievement of
students in the sixth grade at the three southern provinces. The results showed that the
variables included the students' attitudes toward learning motivation and promote the
study of parental influence of the academic achievements to their satisfaction at the
level of 0.01, significantly.
Relationships between students’ attitudes and their influences both direct and
indirect effects’ factors in the OES schools were associated. The standards of learners’
factors toward their attitudes to their learning outcomes were also found at the level of
0.01, significantly. As a result, contribute to the effectiveness of the OES schools, the
standards of the higher classes may be indicated that the value of learning was high
level. There was a feeling like fun, their satisfaction of learning, the better
characteristics, which will enable students to study well done and resulted in a higher
quality of the students as well as satisfaction, possibly.
The guidance for the learning process consists of four main components, such as;
knowledge of the process, conducting a learning, conducting a classroom, and the
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CAUSAL FACTORS AND INCREASING THE EFFECTIVENESS GUIDELINES OF LEARNER QUALITIES IN THE
OPPORTUNITY EXPANSION SCHOOLS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION
success and results of the evaluation by a qualified person who were the seminars
based on expert (Connoisseurship) showed a reasonable level and the highest possible
levels may be due to this research study was conducted to promote the learning
processes, the process oriented thinking, A beginning educational concepts and content
of the documents and related research and interviews with experts were investigated.
Using the synthesis and the draft guideline in the processing learning processes was
administered. The advisors were offered of the validation in a seminar based expert
(Connoisseurship) to help guidance the learning process that focused on the thought
process, completely and suitably to be applied.
10. Suggestions
10.1 Suggestions on Bringing Research Results
The results showed that the causal factors and increasing the effectiveness guidelines of
learner qualities in the opportunity expansion schools under the office of basic
education commission as a whole in the medium level that it was considering of the
standard level of effectiveness in moderate amounts included of the 4-standard.
Standard 3: learners seeking self-knowledge with their love to learn and develop
themselves continuously.
Standard 4: learners have the ability to think systematically and their creativities
to solving-problems rationally.
Standard 6: learners with their job skills can satisfy of their working with other
people and to have a good attitude and a profession of faith with the knowledge and
skills required by the curriculum.
The agency policies of the Office of the Basic Education Commission, the Primary
Education Service Area Offices, and educational institutes can take to process the
application, planning targeting policies and strategies in the development of education
toward school administrators, teachers and students in the OES schools.
The results of this research study showed that the classroom learning process has
a direct effect on the effectiveness of the OES schools indicated of highest level and the
indicator weighs the highest priority to focus on the thought processes. The OES
schools should have policies and the importance of the process of learners’ learning to
their thinking abilities. The teachers can make the learning process focused on the ideas’
effectively to support the materials and facilities. The classroom and school
environments whereas conducive to teaching and supervision system in the teaching of
teachers for promoting the quality of teaching in educational standards, interestingly.
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CAUSAL FACTORS AND INCREASING THE EFFECTIVENESS GUIDELINES OF LEARNER QUALITIES IN THE
OPPORTUNITY EXPANSION SCHOOLS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION
Focused on the results of classroom level research, it has found that students' attitudes
toward learning outcomes on the direct influence of the effectiveness in the OES schools
revealed of highest to student’s motivations, significantly. Therefore, education should
have the orientation for promoting the learning processes for students, teachers, parents
and other stakeholders. All parties should work in concretely to encourage the students
to realize the importance of learning outcomes evidence of the good attitudes to
learning management.
10.2 Suggestions for Further Research
In this research study, the causal factors and increasing the effectiveness guidelines of
learner qualities in the opportunity expansion schools under the office of basic
education commission should have studied the other factors that influence the
effectiveness of other processes, including the administration and education, the
important of learning process of teaching and learning, the internal quality assurance
system, and etc. are provided.
Researchers designed the variables structural equation models, the structural
equation model over the two levels only. Suggestions for further research should study
in school level, the primary educational service area office level, the office of education
commission level, and the nationally level.
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CAUSAL FACTORS AND INCREASING THE EFFECTIVENESS GUIDELINES OF LEARNER QUALITIES IN THE
OPPORTUNITY EXPANSION SCHOOLS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION
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CAUSAL FACTORS AND INCREASING THE EFFECTIVENESS GUIDELINES OF LEARNER QUALITIES IN THE
OPPORTUNITY EXPANSION SCHOOLS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION
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