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The purposes of this research were 1) to evaluate the curriculum of the Bachelor of Education Program in English (Four-year Course) (Updated 2019), the Faculty of Education, Nakhon Phanom University in context, input, process and product, and 2) to study the problems and guidelines for developing and improving the Bachelor of Education Program in English, the Faculty of Education, Nakhon Phanom University. The CIPP Model was used as a framework for evaluation. The instruments used for data collection were 3 assessment forms. The group of informants consisted of 180 people, including 10 instructors, 85 students, and 85 graduates’ users. The statistics used in data analysis were percentage, mean and standard deviation.
The results were found that 1) the aspect of context from the evaluation of the instructors and students was found that the curriculum objectives, the curriculum structures, and the subjects had the high level of overall evaluation results. 2) The aspect of input from the evaluation of the instructors and students was found that the media used in learning management, facilities, classroom situations, number of instructors, qualifications of instructors, qualifications of students were overall at the high level. 3) The aspect of process from the evaluation of the instructors and students was found that learning management, learning management assessment and evaluation, practical training, curriculum management, system for recruiting and appointing curriculum instructors, and system for instructor administration revealed overall, at the high level. 4) The aspect of product from the evaluation of the graduates’ users, it was found that the overall was at the highest level. The suggestions from the graduates’ users were increasing students’ concentration of major contents, having assertive students, being creative leaders, instilling a sense of love in the teaching profession, and having public mind. Most students still lacked knowledge of standards and indicators, and teacher profession knowledge. The students had to have knowledge in depth and width, and variety of teaching skills and techniques in organizing learning activities in order to manage teaching and learning more efficient. The purposes of this research were 1) to evaluate the curriculum of the Bachelor of Education Program in English (Four-year Course) (Updated 2019), the Faculty of Education, Nakhon Phanom University in context, input, process and product, and 2) to study the problems and guidelines for developing and improving the Bachelor of Education Program in English, the Faculty of Education, Nakhon Phanom University. The CIPP Model was used as a framework for evaluation. The instruments used for data collection were 3 assessment forms. The group of informants consisted of 180 people, including 10 instructors, 85 students, and 85 graduates’ users. The statistics used in data analysis were percentage, mean and standard deviation.
The results were found that 1) the aspect of context from the evaluation of the instructors and students was found that the curriculum objectives, the curriculum structures, and the subjects had the high level of overall evaluation results. 2) The aspect of input from the evaluation of the instructors and students was found that the media used in learning management, facilities, classroom situations, number of instructors, qualifications of instructors, qualifications of students were overall at the high level. 3) The aspect of process from the evaluation of the instructors and students was found that learning management, learning management assessment and evaluation, practical training, curriculum management, system for recruiting and appointing curriculum instructors, and system for instructor administration revealed overall, at the high level. 4) The aspect of product from the evaluation of the graduates’ users, it was found that the overall was at the highest level. The suggestions from the graduates’ users were increasing students’ concentration of major contents, having assertive students, being creative leaders, instilling a sense of love in the teaching profession, and having public mind. Most students still lacked knowledge of standards and indicators, and teacher profession knowledge. The students had to have knowledge in depth and width, and variety of teaching skills and techniques in organizing learning activities in order to manage teaching and learning more efficient.
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