Evaluation of the School-Based Curriculum of Science Mathematics and Technology (SMT) Program Using Robert E. Stake’s Curriculum Evaluation Model

Abstract

This study aimed to evaluate the school-based curriculum of Science, Mathematics, and Technology (SMT) program using Robert E. Stake’s curriculum evaluation model consisting of three aspects: 1) Antecedents, 2) Transactions, and 3) Outcomes. A mixed-methods approach was employed. The target groups were 37 participants consisting of 8 administrators and teachers, and 29 grade 12 students from a school in Mukdahan. The instruments used for data collection included questionnaires, assessment forms, school self-assessment reports (SAR) records, attitude measurement, and in-depth interviews. Quantitative data were analyzed by mean, standard deviation, and percentage, while qualitative data were analyzed by content analysis. The findings revealed that 1) antecedents were at a very good level (M = 4.45, SD = 0.66). The school environment was appropriate for curriculum implementation, 2) Transactions were at an excellent level (M = 4.57, SD = 0.70), learning processes were systematically structured and implemented effectively, and 3) outcomes, 3.1) The students’ academic achievement was 89.50 percent (GPA = 3.58), which met the required standard 3.2) students’ learning attitudes were at a very good level. (M = 3.52, SD = 1.43), 3.3) students achieved the required standards in reading, analytical thinking, and writing at 100 percent, 3.4) 82.61 percent of teachers received awards at the educational service area level and higher levels, and 3.5) the school earned a total of eight awards at the educational service area level and higher levels. These results met the evaluation criteria and were consistent with the objectives of the SMT program as established by the school.