การประเมินหลักสูตร ศศม สาขาวิชาบรรณารักษศาสตร์และสารสนเทศศาสตร์ มศว

Abstract

accordance with the rise of Internet technology, the learning management systemThis research aims to evaluate the Master of Arts Program in Library and Information Science(revised program B.E. 2546), Faculty of Humanities, Srinakharinwirot University. The CIPPModel (Context-Input-Process-Product Model) was used to assess four aspects of thisprogram: context; input; process; and product. The sample groups are eleven committeesfor the Master of Arts Program in Library and Information Science and sixty-three graduatestudents from the Twilight Program. The instrument for data collecting is a questionnaireconsisting of three parts: multiple choice question, rating scale questions, and open formquestions. The statistics for analysis are percentage, arithmetic mean, standard deviation andt-test. The results are as followed.For the context evaluation, both the committees and the students agree that theappropriateness of the program objectives and structure are in a high level. The appropriateness of the course content is in the highest level and high level. Theappropriateness of the programûs usefulness to the occupation is in a positively high level.There is no difference between the program committeesû evaluation and the graduatestudentsû evaluation. For the course planning in each semester, most of them agree that itis appropriate.For the input evaluation, the standard of the instructorsû educational qualificationsand academic titles is 1, which is considered as failing when compare to the criteria ofthe Office of the Higher Education Commission. For the applicantsû qualifications, both thecommittees and the students agree that the appropriateness is in the highest level and high.For the teaching facilities, the students think that the classrooms are very appropriate. Thecomputer lab and the computers are average. The audio-visual equipments are positivelyappropriate.For the process evaluation, the students think that the teaching conditions, i.e.teaching method, teaching equipment and teaching media usage, assignments, evaluation,and assessment, are positively appropriate. The instructorsû personalities are in the highestlevel. The extracurricular activities are also positively appropriate. For the programmanagement, the committees think that it is clear and appropriate while the students thinkit is highly appropriate.For the product evaluation, the studentsû self-assessment on cognitive, affective, andpsychomotor domain is in a positively high level.Finally, when compare to the evaluating criteria, some issues in the main aspectsof the evaluation do not pass the criteria: the course planning of each semester accordingto studentsû opinion in the context evaluation, and the instructorsû educational qualificationsand academic titles, the computer lab and the computers in the input evaluation. Other thanthat, the rest pass the criteria.