ACADEMIC ADMINISTRATION AFFECTING STUDENTS’ LEARNING ACHIEVEMENT IN PHRAPARIYATTIDHAMMA SCHOOLS, GENERAL EDUCATION DEPARTMENT, AREA 8

Abstract

This research aimed to: 1) examine the level of academic administration, 2) investigate the level of students’ learning achievement, 3) analyze the relationship between academic administration and students’ learning achievement, and 4) identify academic administration factors affecting students’ learning achievement in Phrapariyattidhamma Schools, General Education Department, Area 8. The study employed a quantitative descriptive correlational research design. The sample consisted of 178 educational personnel selected through stratified random sampling. The research instrument was a 55-item five-point rating scale questionnaire with a reliability coefficient of 0.96. Data were analyzed using descriptive statistics, Pearson’s product–moment correlation, and multiple regression analysis.

The findings revealed that: 1) the overall level of academic administration was at a high level (  = 4.18, SD = 0.47); 2) students’ learning achievement was at a moderately high level (  = 3.12, SD = 0.41); 3) academic administration was positively correlated with students’ learning achievement at the .01 level of significance (r = .62); and 4) instructional management, quality assurance integration, and curriculum development significantly predicted students’ learning achievement, accounting for 48% of the variance (R² = .48). The findings indicate that effective academic administration, particularly instructional management and quality assurance, plays a crucial role in enhancing students’ learning achievement in Phrapariyattidhamma Schools, General Education Department, Area 8.