The Causal Relationships Model on the Results of National Test: Mixed Method Research

Abstract

This research was objectives: 1) to study causal relationships on the results of national test, 2) to create and investigate causal relationships on the results of national test, and 3) to develop excellence model in promoting the results of national test. Quantitative data were collected from 580 fourth-grade students of 2017 academic year; 290 people were the students in schools under the Chaiyaphum Primary Education Service Area Office 1, and 290 people were the students in schools under the Chaiyaphum Primary Education Service Area Office 2. They were drawn by using multistage sampling. Qualitative data were collected from 3 school administrators, 6 fourth-grade to sixth-grade teachers, and 6 fourth-grade students in schools under the Chaiyaphum Primary Education Service Area Office 2 using purposive sampling. The criterion of schools holding the results of national test higher than national level on the average in all learning strands for 6 consecutive years was employed in this research. Research instruments consisted of 30-item test, 14-item questionnaire, and 3 interview forms. Mplus Version 7.2 was applied to structural equation model and confirmatory factor analyses. The findings were as follows: 1. Positive relationships between observed variables were found, and all pairs of the variables showed statistical significance level of .01. This finding indicated that the relationships between the observed variables were adequate for the analyses. 2. Creation and investigation of the causal relationships demonstrated that model fit empirical data. Factors of direct and indirect effects consisted of creativity, reading literacy, and analytical thinking showing their effects of 0.306, 0.194, and 0.095 respectively. Factors possessing only direct effects consisted of mathematical literacy and scientific literacy showing their Effects of 0.297 and 0.108 respectively. Also, the coefficient of determination was 0.946. 3. Development of excellence model showed that the sample prescribed the principles for improving learning achievement as well as educational quality. Those principles included increase of 3% in prescribed criteria of test results, performance guidelines according to the plan of learning achievement improvement, analyzing learners individually, providing several activities based on problems and needs of authentic development in accordance with the focal point of school and community environment.