The Evaluation of Artist Gifted Classroom at Thasalaprasitsuksa School, Under the Office of Nakhon Si Thammarat Secondary Educational Service Area

Abstract

This study is evaluation research aimed at assessing the Visual Arts Gifted Classroom Project at Thasalaprasitsuksa School, under the Secondary Educational Service Area Office Nakhon Si Thammarat. The evaluation was conducted across four dimensions based on the CIPP Model: Context, Input, Process, and Product. The key informants consisted of 39 individuals, including school administrators, project staff, students, and parents. The research instruments included four sets of 5-point Likert scale questionnaires, each divided into three sections. These questionnaires were validated for content validity by three experts, yielding an Index of Item-Objective Congruence (IOC) ranging from 0.67 to 1.00. Additionally, a semi-structured interview was conducted with seven participants to obtain in-depth qualitative data. Quantitative data were analyzed using percentage, mean (), and standard deviation (S.D.), while qualitative data were subjected to content analysis.The research findings revealed that: 1) Context: Overall, the evaluation was at a high level (=4.37), indicating that the project objectives were clear and aligned with the school’s vision and student potential development policies. 2) Input: Overall, the evaluation was at a high level (=4.38), demonstrating readiness in budget and learning resources, though more clarity is needed in selecting specialized personnel. 3) Process: Overall, the evaluation was at a high level (= 4.44). A key strength was the implementation of activities according to the plan, but the supervisory and monitoring systems require improvement. 4) Product: Overall, the evaluation was at the highest level (= 4.65). Students showed significant progress in visual arts skills, achieved high academic performance, and stakeholders expressed the highest level of satisfaction with the project.