Evaluation of the Sufficiency Economy Learning Promotion Project at Banduhun School Trang Primary Educational Service Area Office 2

Abstract

            This research article aims to evaluate the Sufficiency Economy Learning Promotion Project at Banduhun School under Trang Primary Educational Service Area Office 2 using the CSE evaluation model developed by Marvin C. Alkin. Alkin’s CSE evaluation model. The evaluation covered five aspects: project system evaluation, project planning evaluation, implementation evaluation, project improvement evaluation, and project acceptance evaluation. The study sample consisted of 119 participants, including 1 school principal, 11 teachers, 7 members of the basic education committee, 50 parents, and 50 students. The data collection instruments included a project evaluation questionnaire and an interview form. The content validity of the instruments was examined by three experts. Data analysis employed descriptive statistics, including frequency, mean, and standard deviation. Qualitative data were analyzed through content analysis and descriptive analysis.

            The research results were found as follows: 1. Project system evaluation: The highest mean score was for the item stating that the principles and rationale of the project were consistent with the Office of the Basic Education Commission (OBEC) policies, while the lowest mean score was for the alignment of project objectives with its principles and the suitability of the project venue. 2. Project planning evaluation: The highest mean score was for the item indicating that stakeholders benefited from the project, while the lowest was for stakeholders’ readiness and capacity to participate in the project. 3. Implementation evaluation: The highest mean score was for the item that the school held meetings to discuss and plan project implementation, while the lowest was for reporting the implementation results to relevant parties continuously. 4. Project improvement evaluation: The highest mean score was for the item stating that the project achieved its intended objectives, while the lowest was for time constraints in project implementation. 5. Project acceptance evaluation: The highest mean score was for the item indicating that parents were ready to cooperate in the project to ensure its success, while the lowest was for the project’s potential to serve as a model for other schools.