Evaluation of the "Promoting Morality and Ethics Towards Cultivating Good Citizens for Society" Project A School in Bangkok Metropolitan Administration

Abstract

The purpose of this project evaluation is to assess: 1)The environmental or contextual aspects 2) The input factors of the project 3) The process of the project 4) The outputs of the project, including the evaluation of the impacts resulting from the project implementation, the evaluation of the effectiveness of the project, the evaluation of the sustainability, the evaluation of the transfer of knowledge, and the evaluation of opinions on promoting project development using the CIPPiest Model. The population and sample used in this evaluation consist of 1 school director, 4 deputy school directors, 93 teachers, 13 school committee members, 291 students from grade 4 to grade 9, and 291 parents of students from grade 4 to grade 9. The tools used for data collection included 4 questionnaires, each designed as a Likert scale (Rating scale). The first questionnaire was used before the project implementation to assess the environmental context and input factors. The second, during the project implementation, focused on the process. The third assessed the outputs of the project, and the fourth evaluated the impacts, effectiveness, sustainability, and transfer of knowledge resulting from the project. The third and fourth questionnaires were administered

at the end of the project, along with focus group discussions to further develop the project. Data analysis of the questionnaires was conducted using statistics for mean and standard deviation, while the focus group discussions summarized the key points.

The evaluation results of the project revealed: 1) Regarding the environmental or contextual aspect (Context), the overall assessment was at the highest level, with the community, parents, and external agencies showing strong support for the project implementation. 2) Regarding the input factors (Input), the overall assessment was at the highest level, with administrators, teachers, and stakeholders showing significant interest and cooperation in overseeing the project's implementation. 3) Regarding the process (Process), the overall assessment was at the highest level, with all 20 activities conducted in a systematic and appropriate manner. 4) Regarding the outputs (Product), the overall assessment was at the highest level, with the project achieving its objectives effectively. The details are as follows:   4.1) Regarding the impact (Impact), the overall assessment was at the highest level, with the project fostering student leadership, good behavior, discipline, morality, ethics, and adherence to school rules, and the school receiving recognition from external organizations. (the Sanya Thammasak Honorary Award). 4.2) Regarding effectiveness (Effectiveness), the overall assessment was at the highest level, with the project enhancingstudent leadership, good behavior, discipline, morality, ethics and adherence to school rules.4.3) Regarding sustainability (Sustainability), the overall assessment was at a high level, with students applying the knowledge gained from the project in their school, family, and community life happily. 4.4) Regarding knowledge transfer (Transportability), the overall assessment was at a high level, as the project benefited the school, teachers, staff, and students and effectively fostered morality and ethics, creating good children for society. 5)The evaluation of opinions and promotion of project development through focus group discussions concluded that this is an excellent project that benefits students. More schools\should implement similar activities to cultivate and promote good behavior in students, nenhancing their desirable traits and moral values. This project is suitable for students to practice both at school and at home, and importantly,    it should ensure sustainability within the students for a long time, especially concerning doing good and maintaining moral values.