An Evaluation of the Classroom Research Competency Preparation Project for Pre-service Teachers

Boonyapithak Suthasinee; Yoonisil Waiyawut; Kitrungruang Poranat; Kasatsuntorn Kittirat; Pia Kaweechate; Botpiboon Uchuphorn; Taoto Raktawee; Thasuwan Wasinee; Mongkonsawasd Poonkeat; Rattanaphant Thanatcha; Jingwangsa Piyada; Khongkaew Phacharawit

doi:10.34293/education.v14i2.10055

Boonyapithak Suthasinee Thaksin University, Thailand
Yoonisil Waiyawut Srinakharinwirot University, Thailand
Kitrungruang Poranat Silpakorn University, Thailand
Kasatsuntorn Kittirat Thaksin University, Thailand
Pia Kaweechate Thaksin University, Thailand
Botpiboon Uchuphorn Yala Rajabhat University, Thailand
Taoto Raktawee Mahamakut Buddhist University, Thailand
Thasuwan Wasinee Thaksin University, Thailand
Mongkonsawasd Poonkeat Thaksin University, Thailand
Rattanaphant Thanatcha Nakhon Si Thammarat Rajabhat University, Thailand
Jingwangsa Piyada Hatyai University, Thailand
Khongkaew Phacharawit Matthayompuranawas School, Thailand

DOI: https://doi.org/10.34293/education.v14i2.10055

Keywords: CIPP Model, Project Evaluation, Readiness Preparation, Research Competency, Classroom Research

Abstract

This study aimed to evaluate the Classroom Research Competency Readiness Project for pre-service teachers utilising Stufflebeam’s CIPP model.
Employing a mixed-methods approach, this study involved a sample of 559 participants. This comprised three project advisors, eight committee members, and nine guest speakers selected via purposive sampling, alongside 539 pre-service teachers from Thaksin University selected using simple random sampling based on Yamane’s formula. Data were collected through structured interview forms and questionnaires and subsequently analysed using percentage, mean, standard deviation, and content analysis.
The findings revealed that the overall evaluation of the project was at the highest level. Specifically: (1) Context: The project strongly aligned with national policies regarding research competency and demonstrated high practical feasibility. (2) Input: Budget allocation and facilities were sufficient, supported by policy-based mechanisms to resolve any deficits. (3) Process: Project operations successfully achieved defined goals through inclusive committee participation across all sectors. (4) Product: The initiative effectively encouraged pre-service teachers to genuinely apply their acquired knowledge to pedagogical practice.
For future research, conducting longitudinal studies to track the sustained impact of these RC competencies during actual teaching practicums is recommended. Additionally, investigating the integration of this readiness model with professional learning communities (PLCs) could provide specific insights into collaborative teacher development.