Developing the Guidelines of Learning Management for Mathematics teachers under the Office of Secondary Educational Service Area 23

Abstract

This research purposes were 1) to synthetic elements and indicators of the mathematics learning management 2) to study current situations the desirable under the Office of Secondary Educational Service Area 23. 3) To develop the guidelines of learning management for mathematics teachers. The research was designed into 3 phrases. Phrase 1 was to study factors and indicators of the mathematics learning management. Phrase 2 was to study the current and desirable situations of the mathematics learning management. Phrase 3 was to develop the guidelines of learning management for mathematics teachers. Samples in phrase 1 were 5 experts. Phrase 2 were150 mathematics teachers randome by simple random sampling. Phrase 3 were 5 experts. The research instruments were the questionnaire with 5 rating scale and the appropriate evaluation form. The data were analyzed by percentage, mean, standard deviation and Modified Priority Needs Index.

The research results were as followed: 1. There were 5 elements and 20 indicators of the mathematics learning management which consisted of: 1) knowledge and understanding about teaching mathematics including 5 indicators 2) knowledge in priciples of mathematics learning management including 4 indicators 3) design and learning activities including 5 indicators 4) the use of learning materials including 3 indicators and 5) the measurement and evaluation of learning mathematics including 3 indicators. Both elements and indicators were evaluated at the highest level of appropriateness. 2. The current situations of the mathematics learning management under the Office of Secondary Educational Service Area 23 as the whole and each elements were at the high level. 3. Developing the Guidelines of learning management for mathematics teachersunder the Office of Secondary Educational Service Area 23. The analysis of Modified Priority Needs Index was found the ranking of needs from highest to the lowest were 1) design and learning activities 2) the measurement and evaluation of learning mathematics 3) the use of learning materials 4) knowledge in priciples of mathematics learning management and 5) knowledge and understanding about teaching mathematics.

The evaluation of the guidelines of learning management for mathematics teachers were at the highest level of appropriateness and high level of feasibility.