The Evaluation of the Little Scientists’ House Project at the Early Childhood Level of Schools under the Kamphaeng Phet Primary Educational Service Area Office 2

Abstract

The objective of this research was to evaluate the Thailand Little Scientists’ House Project at the early childhood level in schools under the Office of the Kamphaeng Phet Primary Educational Service Area 2 in three dimensions: (1) Input, (2) Process, and (3) Output, and to identify development guidelines for the project in the same context. The data sources consisted of a total of 254 participants, determined using Krejcie and Morgan’s (1970, pp. 609–610) sampling table. The participants included 63 school administrators, 63 project coordinators, 64 early childhood classroom teachers, 64 school committee members, and 17 experts in the development of the Thailand Little Scientists’ House Project at the early childhood level. The research instruments included two sets of questionnaires and an interview form. The first questionnaire had an Index of Item-Objective Congruence (IOC) ranging from 0.60 to 1.00, and the second questionnaire had an IOC ranging from 0.60 to 1.00. The reliability coefficient of the first questionnaire for administrators and project coordinators was 0.930, while that of the second questionnaire for parents of early childhood students and school committee members was 0.952. Data were analyzed using a statistical software package to determine the mean (x̄), standard deviation (S.D.), frequency distribution (f), and ranking.

          The research of the study revealed that the overall evaluation of the Thailand Little Scientists’ House Project at the early childhood level in schools under the Office of the Kamphaeng Phet Primary Educational Service Area 2 was at the highest level. According to the evaluation criteria, the project met the required standards. When each dimension was considered, the Process dimension showed the highest mean score, followed by the Output and Input dimensions, respectively. The guidelines for developing the Thailand Little Scientists’ House Project at the early childhood level, based on expert opinions, were summarized into three aspects. (1) Input: Schools were encouraged to promote training for administrators and relevant personnel to enhance understanding of the project framework, to engage in joint planning and continuous monitoring, to ensure transparency and accountability in budget management, and to utilize resources efficiently. In addition, schools were expected to improve learning environments to ensure safety and suitability and to promote community participation in project development. (2) Process: Schools analyzed the early childhood curriculum to integrate science activities based on the STEM approach, emphasizing hands-on learning experiences. Regular training and meetings among administrators, teachers, and project coordinators were conducted, while technology and evaluation data were used for continuous improvement. Moreover, summary reports were prepared and disseminated systematically to support future planning and project enhancement. (3) Output: Schools encouraged teachers to design science activities aligned with the school context by integrating technology and innovation in teaching. Opportunities were provided for exchanging and presenting innovative practices within educational networks. Administrators and teachers analyzed the outcomes and linked them to the school’s quality development plan. Furthermore, collaboration with parents and communities was strengthened to promote hands-on learning and creative thinking among young children, thereby ensuring sustainable development of the project.