The Evaluation and Future Image of Bachelor of Education Program in Biology Revised Curriculum Academic Year 2019, Faculty of Education, Burapha University

Abstract

This research study evaluated the Bachelor of Education Program in Biology, Revised Curriculum Academic Year 2019 at Burapha University, using the CIPP model in conjunction with the Thai Qualification Framework, the last version of AUN-QA standards (Version 4.0) and the EFR technique for program enhancement guidance. Data were collected from 144 participants through surveys, and interviews, including curriculum instructors, lecturers, undergraduate and graduate students, program stakeholders, and experts. The findings revealed positive overall perceptions of the program's effectiveness across various dimensions. According to the CIPP model, the highest ratings were observed for the process aspect (μ = 4.71, σ = 0.50), followed by the contextual aspect (μ = 4.55, σ = 0.34), output (μ = 4.48,
σ = 0.57), and input factors (μ = 4.47, σ = 0.49). Notably, 85.30% of graduates achieved a high cumulative grade point average (≥ 3.50). The program successfully met the criteria outlined by the National Higher Education Qualifications Framework, internal educational quality assurance standards, and AUN-QA (Version 4.0) criteria. Additionally, graduates' overall opinions regarding the curriculum process under the AUN QA criteria were rated a high level (Level 4: μ = 4.39, σ = 0.54). The program utilized the EFR technique, dividing the future image into three scenarios: positive, negative, and most likely. Data were synthesized from these three perspectives to present a comprehensive future outlook, with recommendations categorized into four key areas. 1) The program aligns well with its curriculum objectives for producing graduates and is well-positioned to maintain this alignment. 2) Curriculum revisions are recommended to ensure conciseness, alignment with national standards, and enhanced teaching and learning, including real-world experiences and the integration of Technological Pedagogical Content Knowledge (TPCK). 3) Curriculum management should prioritize increasing work experience opportunities, knowledge exchange, and reinforcing module-based course management, credit bank systems, and online learning. Furthermore, professional development opportunities and research planning for students should be encouraged. 4) Post-graduation monitoring and the development of networking initiatives among undergraduate students, instructors, and alumni are essential for continued program success.