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|Title:||A Study of Equity in Mathematics Teaching and Learning in Lower Secondary School in Thailand|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The major purposes of this study were (1) to assess the extent to which the recently reformed (1978) Thai national curriculum has been implemented by teachers in different regions of the country, (2) to assess the extent of variation of student achievement across regions and across schools, and (3) to explore some determinants of achievement patterns that are potentially within the control of the school system, particularly content coverage and classroom practice. This study was undertaken as part of the Second International Mathematics Study (SIMS), using international data as well as national data.
The findings suggest that (1) There are no significant differences in the coverage of major areas of content across any of the analytic units investigated in this study, educational regions, socio-cultural contexts, and classrooms of different achievement levels. (2) There are no significant differences in student achievement among educational regions but there are differences at the class level which tend to be associated with rural and urban environments. (3) High-achieving classes and low-achieving classes do not vary in content coverage, but do show patterns of differences which can be interpreted in terms of conception of active teaching proposed by Good, Grouws, and Ebmeier (1983).
The design of SIMS permitted a comparison of Thailand with other nations. Thai national achievement is lower than that of most other nations, but when the achievement of students in Bangkok is compared with other nations, the ranking is similar to that of the United States of America and New Zealand.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1986.
|Date Available in IDEALS:||2014-12-15|