Development of theoretical-based multidimensional learners' evaluation in Thai higher education : a case study of the National Institute of Development Administration
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2013
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2556
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eng
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253 leaves : ; 30 cm.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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National Institute of Development Administration. Library and Information Center
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Dawisa Sritanyarat (2013). Development of theoretical-based multidimensional learners' evaluation in Thai higher education : a case study of the National Institute of Development Administration. Retrieved from: http://repository.nida.ac.th/handle/662723737/615.
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Development of theoretical-based multidimensional learners' evaluation in Thai higher education : a case study of the National Institute of Development Administration
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Abstract
The main purpose of this study is to develop theoretical based multidimensional learners’ evaluation in Thai higher education, using the National Institute of Development Administration (NIDA) as a case study. Under the main purpose, this study was performed to identify the critical components that should be included in teaching and learning evaluation for the purpose of educational quality evaluation and the development of higher education in Thailand; to develop a framework for research to explain and predict the educational quality of higher education in Thailand, to develop empirical measurement of a framework, and to empirically test the newlydeveloped explanation and framework by operationalization and initial testing, adopting NIDA as a case of study. The development of the theoretical-based multidimensional learners’ evaluation of higher education was adopted from Dubin’s (1969) theory building method. The research process was adapted from Holton and Lowe’s (2007: 297-320) theorybuilding research process. The empirical indicators of the theoretical-based multidimensional learners’ evaluation were developed by adapting the systematic process of scale development suggested by Hinkin (2005: 161-180) Data were collected using both qualitative and quantitative methods. The qualitative data collection was performed with focus groups, and individual interviews to develop the constructs and conceptual framework. The constructs were developed by triangulating the data from the systematic literature review, the data from the qualitative data collection, and Likert-scale survey. Patterson’s (1986 quoted in Holton & Lowe, 2007: 310) criterion for evaluating theory was used to evaluate the conceptual framework. Data were collected from instructors, officers, and students of NIDA. The quantitative analysis was an exploratory factor analysis, using a cut off for the factor loading of .40 or more. Cronbach’s alpha analysis was used to test the internal reliability of the developed empirical indicators. A Cronbach’s alpha of .963 was found. There are five main factors, 22 units with 35 items remaining. The five factors were (1) the courserelated factor, (2) the supportive element-related factor, (3) the instructor’s teaching skills-related factor, (4) the instructor’s behavior and interpersonal skill-related factor, and (5) the learner-related factor. The first two factors were considered as input of teaching and learning. The third and fourth factors were considered as a process of teaching and learning. The last factor, the learner-related factor, overlapped with the process and output of teaching and learning. This study suggests that further research to reduce the numbers of items in the questionnaire or Confirmatory Factor Analysis should be performed. Regarding practical implications, this study proposes the concept of multidimensional learners’ evaluation, which can be validated and adopted in highereducation institutions to evaluate the quality of teaching and learning, as well as a set of evaluation constructs for human resource management and development of higher education institutions in Thailand.
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Thesis ( )--National Institute of Development Administration.