To follow up and evaluate the opinions of mathematics instruction in the Private Islamic Religious Schools in Southern Border Provinces

To follow up and evaluate the opinions of mathematics instruction in the Private Islamic Religious Schools in Southern Border Provinces
การติดตามและประเมินผลคุณภาพการเรียนการสอนวิชาคณิตศาสตร์ในโรงเรียนสอน ศาสนาอิสลาม ในจังหวัดชายแดนภาคใต้

Ubolrat Suesattabongkot, Demonstration School, F. of Education, PSU.
Noree Jaisai, Asst. Prof., Surat Thani Community College, PSU.
Preecha Katepook,
Charinee Kunaweschakit, D. of Mathematics and Computer Sci., F. of Sci. and Tech., PSU.
Wonpen Klinpituksa, D. of Mathematics and Computer Sci., F. of Sci. and Tech., PSU.
Lek Sae-Jew, D. of Mathematics and Computer Sci., F. of Sci. and Tech., PSU.

Grant : Government Budget
Published : Research Report
Key words : mathematical instruction, Islamic Religious Schools

This research aims to study the efficiency of mathematical instruction for students at the lower secondary level in the Private Islamic Religious Schools as compared to that for students in the Public Secondary Schools which are compatible to the sample schools. Since this research is the continuation of the project on the development of general subjects organized in the forms of workshops and in-struction guidelines, it also attempts to follow up and evaluate the opinions of mathematics teachers in terms of the utilization of instruction guidelines.

The research team anticipate that the factors essential to teaching and learning are teachers and students. These two factors can be altered and improved. Based on this assumption, we select two groups of samples. The first group consists of 50 teachers who participated in the workshops held during the academic years 1988 and 1989 at the Prince of Songkla University. The second group are 1953 lower secondary schools students from both Private Islamic Religious Schools and Public Secondary Schools. The research tools are questionnaires distributed to teachers and tests to students of all three levels.

The research findings are summed up separately as follows :

1. Teachers

1.1 In general, male and female teachers are almost equal in numbers. They mostly profess Buddhism and next Islam. Most of them hold Bachelor degrees.

1.2 Majority of the teachers have favourable attitudes to their teaching career.

1.3 Though holding Bachelor degrees, many of the teachers did not graduate in Mathe-matics or Sciences. Some of them even graduated in Thai or Social Studies but they are required to teach Mathematics, the subject which demands through understanding and skills.

1.4 Each teacher is supposed to teach many classes and sometimes has extra responsibili- ties apart from teaching. This is one of the causes leading to teachers' time shortage for preparing the lessons or developing their teaching methods.

1.5 Most teachers understand that the teaching and learning problems are caused by stu-dents and classroom atmosphere. They do not take into account the quality of being a good teacher which is the key factor above all else.

1.6 Most teachers lack good morale and motivation to create a job or find ways to improve their teaching standards. In addition, teachers of the private schools have been transferred too often that they cannot establish themselves.

1.7 Most teachers are positive towards the instruction guidelines. They can make good use of the guidelines. They unanimously conclude that the guidelines are useful and cover objectives, contents and practical teaching activities.

2. Students

2.1 The ability to learn Mathematics of the southern students both in the Private Islamic Religious Schools and the Public Secondary Schools.

2.2 The ability to learn Mathematics of students in the Private Islamic Religious Schools and the Public Secondary Schools is rather different in all levels. The students in the Public Secondary Schools perform a little better than those in the Private Islamic Religious Schools.

2.3 The ability to learn Mathematics of students in the Private Islamic Religious Schools from Yala is higher than that of the students from other provinces.

2.4 The ability to learn Mathematics of students in the Public Secondary Schools from Satun is better than that of the students from other provinces.

The data from these two groups indicate that the teaching and learning quality is not satisfac- tory. We must explore different techniques and methods to improve the quality. We must also ensure the continuity of the process to the point that the efficiency and standards are accomplished on the whole.

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