Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 2, Article 3 (Dec., 2017) Pongsuwat SERMSIRIKARNJANA, Krissana KIDDEE and Phadungchai PUPAT An integrated science process skills needs assessment analysis for Thai vocational students and teachers Contents Next

An integrated science process skills needs assessment analysis for Thai vocational students and teachers

 

Pongsuwat SERMSIRIKARNJANA, Krissana KIDDEE and Phadungchai PUPAT

King Mongkut’s Institute of Technology Ladkrabang (KMITL), Bangkok, THAILAND

Email: sermsirikarnjana@gmail.com

Received 9 Jun., 2017
Revised 30 Nov., 2017

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Contents

• Abstract
• Introduction
  • Problem Statement
  • Research Objectives
• Literature Review
  • Science Education in the 21^st Century
  • Thai Science Education Reform
  • Vocational Education Science Learning Problems
  • Science Process Skills
  • Needs Assessment
• Method
  • Population and Sample
  • Research Tools
  • Data Analysis
• Results
  • Respondent’s Characteristics
  • Needs Assessment Analysis
• Discussion
  • Integrated Scientific Process Skills Performance
  • Matrix Analysis
  • Needs Assessment Prioritization
  • Needs Assessment
• Conclusion
  • Recommendations
  • About the authors
• References

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Abstract

In Thailand, 318,500 students were enrolled in vocational courses in 2015. Under the new 20-year educational plan, the ratio of vocational to general students is projected to increase from 38:62 to 60:40, which is required to meet the goals of Thailand’s new digitally enabled, knowledge based, economic model under Thailand 4.0. Additionally, nearly 60% of students enrolled in vocational programs are focused on science and technology tracks, but testing scores remain abysmally low. Therefore, an integrated science process skills needs assessment was conducted from the survey’s questionnaire results for the sample group of 345 which was drawn from 2,343 vocational science teachers and students by use of a multi-stage sampling technique. Descriptive statistics were used which included mean (X̄ ) and standard deviation (SD). Also, one-way ANOVA, matrix analysis, and the modified priority needs index (PNI_Modified) were used. The findings revealed that authentic performance of integrated science process skills was at a medium level, while the expected performance was relatively high. The skills needed to be improved were experimenting, formulating hypotheses, interpreting, making inferences, identifying, and controlling variables and defining operationally, respectively.

Keywords: 21^st Century workforce, Fourth Industrial Revolution (4IR), Industry 4.0, Thailand 4.0, vocational certificate students