The Success and Obstacles in Competency-Based Curriculum Implementation of Rayong Education Sandbox under the Office of the Secondary Education Service Area Office Chonburi Rayong

Abstract

This research has three objectives. First, it examines the level of success in competency-based curriculum implementation; Second, it studies the obstacles in competency-based curriculum implementation. Third, it suggests ways in which competency-based curriculum can be implemented. Five learning ecosystems (Micro, Meso, Exo, Macro and Chrono) are used as research framework. Data was collected from 260 school administrators and teachers that were selected through stratified random sampling methods. The research instrument was a five-point Likert scale questionnaire and open-ended questions. Statistics used to analyze the data included arithmetic mean and standard deviation. Recommendations were extracted from responses to open-ended questions, using content analysis.

The results showed that: 1) overall, the level of success in competency-based curriculum implementation was at a high level. The highest level of success was found in the Meso system, while the lowest level of success occurred in the Chrono system. Overall, the level of obstacles in competency-based curriculum implementation was moderate. The biggest obstacle was found in the Macro system, while the smallest obstacle happened in the Meso system. This research recommended that all teachers be well trained and provided with clear knowledge and a deep understanding about competency-based curriculum implementation. The school curriculum should be modified, so it serves the learning needs of all students. In addition, unnecessary content in some subjects should be reduced. Whenever curriculum changes, schools should organize a meeting to elaborate the changes in detail.