THE STUDY OF THE CONDITIONS AND OPERATIONAL GUIDELINES OF THE STUDENT SUPPORT SYSTEM IN SCHOOLS IN REMOTE AREAS MAE SALONG KA KHAO GROUP CHIANG RAI PRIMARY EDUCATION SERVICE AREA OFFICE 3

Abstract

The purposes of this research were to 1) examine the operation of the student support system in schools located in remote areas under the Mae Salong Ka Khao Educational Development Network, Chiang Rai Primary Educational Service Area Office 3 and 2) compare the operation of the student support system according to teachers’ work experience and school size. The sample consisted of 132 teachers selected through stratified random sampling based on school size. The research instrument was a five-level rating scale questionnaire with an index of item–objective congruence of 1.00 and a reliability coefficient of 0.96. Data were analyzed using percentage, mean, standard deviation, and one-way analysis of variance (One-way ANOVA). When significant differences were found, Scheffé’s method was applied for pairwise comparisons. The research findings revealed that: 1) The implementation of the student support system in remote schools under the Mae Salong Kha Khao Educational Development Network was overall at a high level. When considered by each aspect, all dimensions were also found to be at a high level. The aspect with the highest mean score was individual student understanding, followed by student promotion and development, prevention and problem-solving, student screening, and referral, respectively. 2)The comparative results of the implementation of the student support system in remote schools under the Mae Salong Kha Khao Educational Development Network, classified by teachers’ work experience, revealed that there were no statistically significant differences at the .05 level, both overall and in each aspect. However, when classified by school size, significant differences were found in all aspects at the .05 level. Large-sized schools had higher mean scores than medium-sized and small-sized schools.