MONITORING AND EVALUATION OF THE IMPLEMENTATION OF THE DIGITAL BUSINESS TECHNOLOGY PROGRAM UNDER THE 2024 VOCATIONAL CERTIFICATE CURRICULUM OF TRAT POLYTECHNIC COLLEGE USING THE CIPP MODEL

Abstract

This research was to monitor and evaluate the use of the Digital Business Technology curriculum according to the vocational science curriculum, B.E. 2567, of Trat Technical College for data entry of components for the steps and system aspects of the CIPP Model of Stufflebeam. The sample group included 3 educational institutions, 7 supervisors, 10 regular teachers, 13 general people, and 64 students in grades 1-3, randomly selected by stratification according to various sections, from many to many 97 people. The instruments used were components and data recording forms. The accuracy of the scan from experts obtained an index of survey between 0.80 - 1.00. The reliability of the whole version was equal to 0.93. The latest data were checked for descriptive statistics.

          The research findings are as follows Context: The appropriateness level is high (  = 4.40, S.D. = 0.61). The curriculum’s objectives, structure, mission, content, and vision align with the 2024 Office of Vocational Education Commission (OVEC) curriculum. Input: The appropriateness level is high ( = 4.36, S.D. = 0.69), with well-prepared instructional staff, teaching materials, equipment, school facilities, learning resources, infrastructure, and budget. Process: The appropriateness level is high ( = 4.43, S.D. = 0.64). This includes assessment and evaluation, learning activity design, curriculum management, student development activities, and supervision of curriculum implementation. Product: The appropriateness level is high ( = 4.45, S.D. = 0.49). Students demonstrate desirable characteristics, critical thinking skills, and the ability to utilize digital technology in accordance with the curriculum. Furthermore, students’ academic performance across all three subject areas meets the required assessment standards.