Curriculum Evaluation of Master of Education Program in Educational Administration, Revised Version of B.E. 2554 Graduate School, Kanchanaburi Rajabhat University

Abstract

This research was the evaluation of the Educational Administration Program, the revised version B.E. 2554 of a master’s degree of education curriculum, the Graduate School of KRU. The proposes of the study were to evaluate the context, input, process and outcome of the curriculum, to study the suggestions for the revised curriculum, and to evaluate the curriculum by using Stufflebeam’s CIPP model in order to evaluate the impacts related to the curriculum.

108 samples were lecturers, graduate students and users, all of whom obtained by means of simple random sampling and using Krejcie & Morgan’s table, with the reliability at 95% level. The instrument was the curriculum evaluation form for the Educational Administration Program, M.Ed., KRU.

The results of the study revealed that:
1. The evaluation of the revised curriculum of the Educational Administration Program, an M.Ed. degree of the graduate school, was appropriate at the highest level. When considering each aspect, the highest appropriate aspects ranking in order of mean from high to low were context, input and process. The appropriate aspect with the high level was outcome. 
2. The suggestions for the evaluation of the revised curriculum of the Educational Administration Program B.E. 2554, M.Ed., were as follows: the context - the program should develop new subjects or revise the subject contents to achieve the present situations; the input - the graduate students and the graduates need more research documents in the Library or development of the online data for easier search; the graduate students - the program should develop students to have critical and systematic thinking, knowledge application for appropriate administration problem solving; and more information searching, interpretation and evaluation for the creative problem solving.