Evaluation of the School-Based Curriculum of the Intensive Chinese and English Program at Loeipittayakom School, B.E. 2566, Using CIPP Model

Abstract

The objective of this research was to evaluate the curriculum of the Intensive Chinese and English Program at Loeipittayakom School, B.E. 2566, using the CIPP model, which consists of four components: Context, Input, Process, and Product. The participants included administrators, curriculum development heads, heads of learning areas, teachers, and students in Grades 10–12, totaling 96 individuals, selected through purposive sampling. The instruments included questionnaires, interviews, and data recording tools. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through content analysis. The findings revealed that 1) the Context component was rated at the highest level (=4.85, S.D.= 0.27), indicating a clear curriculum structure aligned with the school’s vision and the development of 21st-century learners. 2) the Input component was rated at the highest level (=4.80, S.D.=0.25), reflecting that the school had qualified administrators and teachers, as well as sufficient budgets and learning resources to support curriculum implementation. 3) the Process component was rated at the highest level (=4.74, S.D.=0.37), indicating that learning activities were diverse and consistent with curriculum objectives, with continuous assessment and systematic supervision and monitoring. 4) the Product component showed that 4.1) students’ academic achievement averaged 87.11 percent, exceeding the specified criterion 4.2) all students passed the HSK at all grade levels 4.3) students’ CU-TEP scores were at the Low-Intermediate level or higher, accounting for 100 percent and 4.4) students’ desirable characteristics were rated at the pass level or higher, also accounting for 100 percent. The findings indicate that the Intensive Chinese and English Program curriculum is appropriate and effective. The curriculum develops students’ Chinese and English language competencies in accordance with the objectives of the competency-based curriculum and the educational policies of the Office of the Basic Education Commission.