การพัฒนารูปแบบศักยภาพครูผู้สอนในโรงเรียนพระปริยัติธรรม แผนกสามัญศึกษา เพื่อลดความเหลื่อมล้ำทางการศึกษา

The objectives of this dissertation are: 1) to study causal relationship of factors influencing academic achievement of Matthayom 6th students in schools under the Office of Secondary Educational Service Area 4, 2) to develop a model of causal relationship of factors influencing academic achievement of Matthayom 6th students in schools under the Office of Secondary Educational Service Area 4, and 3) to propose the model of causal relationship of factors influencing academic achievement of Matthayom 6th students in schools under the Office of Secondary Educational Service Area 4. The mixed research methods were used in the study and study processes were divided into 3 steps as follows; Qualitative research method was used in Step 1 and Step 2 by collecting information through interviews with 12 experts and group discussions with 9 key-informants. The data were analyzed by inductive conclusion. Step 3 used quantitative research method in data collecting by questionnaire from 590 samples and analyzed by descriptive statistics and the integrity of structural equation model was testified by LISREL.

The results of the study revealed that:

1. The causal relationship of factors influencing academic achievement of Matthayom 6th students in schools under the Office of Secondary Educational Service Area 4 consist of the following main factors; 1) Teaching and learning quality (TEA), 2) Friends qualification (FRI), (3) Family environment (FAM), 4) Students characteristics (STU), 5) Principles of the Threefold Training (TRI), and 6) Academic achievement (ACH).

2. A model of causal relationship of factors influencing academic achievement of Matthayom 6th students in schools under the Office of Secondary Educational Service Area 4 is composed of 3 exogenous latent variables; 1) Teaching and learning quality having 5 observable variables; (1) understandable teaching method, (2) participation encouraging activity, (3) activity based learning, (4) evaluation and feedback, and (5) using instructional media, 2) Learners qualification having 4 observable variables; (1) giving assistance to each other, (2) giving advice, (3) class attendance initiative, and (4) peer tutoring, 3) Family environment consisting of 4 observable variables; (1) home condition suitable to learning environment, (2) interest or learning alertness, (3) attention, and
(4) behavior observation, 4) Learners characteristics consisting of 4 observable variables; (1) motivation, (2) learning aptitude, (3) learning techniques, and (4) self-access learning,
5) Principles of the Threefold Training having 3 observable variables; (1) discipline and precept observation, (2) concentration in learning, and (3) in-classroom learning and understanding, and 6) Learning achievement consisting of 2  observable variables; (1) O-NET score level and (2) Learning GPA.

3. The proposed model of causal relationship of factors influencing academic achievement of Matthayom 6th students in schools under the Office of Secondary Educational Service Area 4 is a causal relationship model and has harmonious relevance to empirical information at Chi-square = 161.96, df = 138, p = .07990, RMSEA = .017. The values of R-SQUARE and ACH are 0.650 and indicate that the model variables in TEA, FRI, FAM, STU and TRI can explain the variant of academic achievement (ACH) at 65.0%

The direct and indirect influence of factors indicated that the relationship of student characteristics and academic achievement is at 0.662, the relationship of the Threefold Training and academic achievement is at 0.693, the relationship of teaching quality and academic achievement is at 0.152 in total, with direct influence at -0.472 and with indirect influence at 0.624, the relationship of the family relationship and academic achievement is at 0.448 in total, with direct influence at -0.830 and with indirect influence at 1.278, the relationship of friend characteristics and academic achievement is at 0.312 in total, with direct influence at -0.159 and with indirect influence at 0.471 respectively.