Developement of The Standard-Based Curriculum With Backward Design Process Mathematics Teaching Competency Enhencement Course For 3rd year Teacher Students in Savannakhet Teacher Training College, The Lao People’s Democratic Republic
The objectives of this study were: 1) to develop a standard-based curriculum with a backward design process in the course for enhancing competency in management of mathematics instruction for the 3rd year undergraduate student teachers, Savannakhet Teachers College, Lao People’s Democratic Republ...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Thai |
| Published: |
Mahasarakham University
2017-06-01
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| Series: | Journal of Education, Mahasarakham University |
| Subjects: | |
| Online Access: | https://edu.msu.ac.th/journal/home/journal_file/340.pdf |
| Summary: | The objectives of this study were: 1) to develop a standard-based curriculum with
a backward design process in the course for enhancing competency in management of
mathematics instruction for the 3rd year undergraduate student teachers, Savannakhet
Teachers College, Lao People’s Democratic Republic, 2) to investigate the results of
implementing the standard-based curriculum with a backward design in the course for
enhancing competency in management of mathematics instruction on the following issues:
2.1) mathematical knowledge and ability, 2.2) knowledge and understanding of mathematical
learning management, 2.3 mathematics teachers’ trait, and 3) to examine student teachers’
satisfaction of the standard-based curriculum using a backward design process in the course
for enhancing competency in management of mathematics instruction. The study process
was divided into 3 steps: 1) investigate basic information for the development of standardbased
curriculum with a backward design process, 2) create a standard-based curriculum
with a backward design process in the course for enhancing competency in management
of mathematics instruction and assess its appropriateness by experts, and 3) experiment
in using the curriculum and examine the results of using it. A sample was 37 third year
undergraduate student teachers of mathematics in Savannakhet Teachers College, who
were enrolled in the first semester of academic year 2014 and selected by cluster random
sampling. The instruments used in data collection were: a test of mathematical knowledge
and ability, a test of knowledge and understanding on mathematical instruction, a form for measuring mathematics teachers’ trait, and a questionnaire of satisfaction with the
curriculum. Statistics used in data analysis were percentage, mean, standard deviation, and
t-test for dependent samples.
Findings of the study revealed as follows: 1. The curriculum developed consisted
of the following components: 1) rationale, 2) basic concepts, 3) principles of curriculum
4) objectives, 5) learning standards and indicators, 6) structure of the curriculum, 7) guidelines
for instructional management, 8) media and learning sources, 9) measurement and
evaluation. The curriculum as assessed by experts was found appropriate at high level
2. Results of implementing the curriculum were as the following. 1) Mathematical ability of
student teachers and Student teachers’ knowledge and understanding on mathematical
instruction through learning with the curriculum after the treatment was significantly higher
than that before learning at the.01 level. 2) The mathematics teachers’ trait of student
teachers who learned through the developed curriculum was at high level and 3) Student
teachers’ satisfaction with the curriculum was at high level. |
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| ISSN: | 1905-9922 1905-9922 |