โครงการศึกษาวิเคราะห์ข้อมูลเพื่อสะท้อนการเปลี่ยนแปลงการเรียนรู้ของผู้เรียนในพื้นที่นวัตกรรมการศึกษา

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Abstract

The Education Innovation Area Act, B.E. 2562 has established “innovation areas/sandbox areas” at the “province” level to be a pilot area-based education sandbox that encourages new form of partnership and collaborations to meet quality of education. The objectives of this research were 1) To study and analyze data to reflect the change of learning outcome 2) To provide evidence-based intervention by the collaboration of key stakeholders at school level and provincial level 3) To study the guidelines of educational data management system in area-based education sandbox. 4) To develop and improve Learning Analytics technology to analyze 21st century skill in accordance with the context of area-based education sandbox by collecting education data and data related such as lesson plans and student learning records, teacher information, school, and online learning behavior from ClassStart system ONET test results during the academic year 2017-2021 of schools participating in education sandbox in 7 provinces as follow: Kanchanaburi, Chiang Mai, Narathiwat, Yala, Rayong, Sisaket, and Satun. Data were visual analyzed by Learning Analytics technology. The meaningful data will be used for intervention to improve the learning outcome at the school level and or at provincial levelThere was also an improvement in Learning Analytics Technology at the same time. The following important results were as follows: 1) The analysis revealed that the number of 21st Century Skills found in lesson plans gradually increased between 2017 and 2021, while the traces found in the students learning record remained unchanged. However, changes in 21st Century Skills in the learning records of students in Rayong province revealed the growing number of 21st Century Skills. Changes in 21st Century Skills in lesson plans-: (1) Learning and Innovation Skills; Collaboration, Communication, Critical Thinking and Problem Solving; there is an increasing number of these skills, except for ‘Creativity and Innovation’ (2) Life and Work Skills; only one skill ‘Flexibility and adaptability’ has improved, while the rest have remained unchanged (3) Information, media and technology Sills; ICT Literacy and Media Literacy skills were increased while Information Literacy skill did not change.The lesson plans for Grade 4 – Grade 6 had the highest traces of 21st Century Skills, and it was observed that the number of Kindergarten Level 1- Level 3 classes had a higher number of 21st 21st Century Skills than other classes in Chiang Mai, Narathiwat. Rayong and Satun. The lesson plans for all group of subjects showed more traces of skills, except for academic work and integration subjects tended to be lower.The provinces were divided into 5 categories according to study results (1) There were more traces of 21st Century Skills found in student learning records, but no changes were found in the lesson plan, namely Rayong (2) 21st Century Skills were included more in lesson plans, namely Kanchanaburi and Satun (3) There were no changes in both lesson plans and learners learning records, namely Chiang Mai and Sisaket (4) Traces of 21st Century Skills in lesson plans decreased, namely Narathiwat, Yala (5) Provinces without student learning record data, namely Narathiwat, Yala, and Satun. There were no positive or negative directional association between the O-NET test results of grade 6 year 2020 in all subjects (Thai, Mathematics, Science, and English) and the 21st century skills found in the same subject lesson plan. Online learning behavior through the system ClassStart showed that Chiang Mai and Satun opened class in the system the most, as a result of the schools policy to apply the results of data analysis to improve the quality of learning management and use the ClassStart online learning system as a tool to help teachers in the Covid-19 pandemic situation. Satun province has the history of using the system the most. Every province has a similar pattern of use of the ClassStart system as follows: (1) Students log in to the system both during and after school hours. (2) Students take multiple choice tests both during and after school hours. (3) Students take scoring tests both during and after school hours, except Satun province where scores are collected both during and after school hours in close proximity side by side (4) There was a positive correlation between the number of times the system was logged in and the test scores with the same direction. Other variables associated with learning outcomes including; schools affiliated with OBEC had 21st century skills in lesson plans higher than those of schools under the Department of Local Government Promotion, however, both affiliations found the same skills in the students learning record. Medium-sized schools have highest number of 21st century skills in lesson plans. Extra-large schools have highest number of 21st century skills in student learning record. Lesson plans of teachers with bachelor s degrees has integrated 21st century skills more than masters and doctoral teacher degrees. Teachers aged 41-50 and teacher with 21-30 years of experience had the highest 21st century skills in their lesson plan. 2) The results of the data analysis were used for school development, learning management teacher development in order to support the Learning Management System and Learning Analytics to support the 21st century by (1) communicating the vision and mission of the school; (2) reviewing and adjusting the curriculum and learning process that emphasizes 21st Century Skills (3) Parents, students, teachers involved in the design of online learning (4) Administrate and manage budgets for computers, internet, time, and teacher development to learning according to school policies. 3) Guidelines for setting up educational data management system in area-based education sandbox. 4) The improvement of Learning Analytics technology resulting in the time of 21st century skills analysis was decreased time processing by 70% and efficiency as high as 0.79 or 79%. The findings of the study lead to the following recommendations: 1) Using Learning Analytics technology to follow-up and evaluate the performance of “area-based education sandbox” which is required information system from school level to provincial level. 2) The analysis results can be applied to support the mechanism of area-based education sandbox under the concept of Area-based Education more effectively. 3) Policy recommendations on mechanisms and models to support and promote small schools in developing 21st century skills of learners through various mechanisms at the area-based education sandbox 4) Research and development ; Measuring and Evaluation of 21st Century Skills Development in various way and have long-term follow-up in area-based education sandbox. Model for producing and developing teachers to support Learning Management System and Learning Analytics to support the 21st Century. 5) Lacking education dataset and learning data analysis in education system , therefore data scientist in education should be developed. 6) Developing Skill Visualizer