Development on the Learning Module of School-Based Supervision Course for Master Degree Students, Majoring Educational Administration in Thailand

Autor/inn/en	Sirisuthi, Chaiyuth; Chantarasombat, Chalard
Titel	Development on the Learning Module of School-Based Supervision Course for Master Degree Students, Majoring Educational Administration in Thailand
Quelle	In: International Journal of Higher Education, 10 (2021) 4, S.21-31 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Foreign Countries; Masters Programs; Graduate Students; Educational Administration; Learning Modules; Program Development; Program Evaluation; Program Effectiveness; Supervision; Student Satisfaction; Planning; Quality Assurance; Networks; Educational Technology; Technology Uses in Education; Thailand + Suchen Sie Ihr Suchwort? Ausland; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bildungsverwaltung; Schuladministration; Schulverwaltung; Learning module; Lernmodul; Programmplanung; Programme evaluation; Programmevaluation; Ablaufplanung; Planungsprozess; Qualitätssicherung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This paper described the development process and evaluations of a learning module, School-based Supervision of Students (ED8013307), of master's degree students in Educational Administration during the academic year 2019 at Northeastern University, Khon Kaen, Thailand. The results of the learning module found the efficiency of the learning module was higher than the specified criterion of 80/80, both in the action process (84.76) and in the efficiency of knowledge (82.16). The developed module had its quality, propriety, congruence, feasibility and utility at the highest level. The effectiveness index in students' learning management was 0.7578 indicated the increasing knowledge of the students at 75.78% as their learning achievement-test was significantly higher than the pre-test at 0.05. Beside these, there were no significant differences between pre-test and post-test learning achievement after 2 weeks indicating that they have had their learning retention. The students expressed overall satisfaction with the learning module at the highest level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01