POLICY PROPOSAL FOR DEVELOPING MATHEMATICS ACHIEVEMENT OF SECONDARY 3 STUDENTS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE 39, UTTARADIT PROVINCE

Abstract

This research aimed to study the problems conditions and factors affecting mathematics learning achievement and also to develop a policy proposal for developing Mathematics achievement of secondary 3 students under the Secondary Educational Service Area Office 39, Uttaradit Province. The problems and causes were studied according to the public policy procedure by Thomas R. Dye. The population were 2817 of school administrators, Mathematic teachers and secondary 3 students under the Secondary Educational Service Area Office 39, Uttaradit Province in the academic year of B.E. 2560. Using stratified sampling techniques. The sample size was determined by using the Yamane formula, resulting in a sample of 603 persons. The mixed method research was applied with various instruments, such as, problem survey, in depth interview, multi-cases study, document synthesis to draft the policy proposal, and connoisseurship seminar to review the policy proposal. The quantitative data analysis included percent, mean, and standard deviation. The qualitative data analyses included content analysis.

The results revealed that there were 10 strong problems that affected the mathematics achievement of schools under the Secondary Educational Service Area Office 39, Uttaradit Province, resulting in the development of 12 items of the policy proposal as follows : 1) development of mathematics group network schools with a clear role, 2) setting up mathematics group network schools website, 3) having schools or pertaining office develop mathematic personnel, 4) development of a group professional leaning community (PLC) of mathematic teachers, 5) development the teachers about learning manage plan by focusing student, 6) the mathematics group network schools have a conference on mathematics to exchange knowledge, 7) the mathematics group network schools cooperate with a local university for developing mathematic teaching and learning, 8) assigning appropriate nonteaching workload to mathematic teachers according to a school context, 9) setting up a mathematics learning center, 10) developing a school library to be a borderless library, 11) setting up the rules for students to use mobile phones and 12) developing communication between a school and parents with respect to mathematic learning of students through online system and social medias. The results of the policy proposal examination were at the highly satisfied level.