The Curriculum Evaluation of The Pre-Cadet Preparation Program at Phol School B.E. 2567 using Michael Scriven Curriculum Evaluation Model

Abstract

This research aimed to evaluate the Pre-Cadet Preparation Program curriculum at Phon School, B.E. 2567, according to the Michael Scriven evaluation model, which encompasses both goal-based outcomes and the evaluation of unintended effects resulting from curriculum implementation. The target group consisted of administrators, teachers, students, and parents, totaling 82 people. The research instruments included: 1) a questionnaire on the school curriculum implementation process, 2) an interview form on the school curriculum implementation process, 3) an academic achievement record form, 4) a record form for reading, analytical thinking, and writing skills, 5) a desirable characteristics record form, 6) Project Implementation Report Data Record Form, 7) a school curriculum suitability-assessment form, and 8) a stakeholder satisfaction questionnaire. Quantitative data were analyzed using statistics including frequency, mean, standard deviation, and percentage, while qualitative data were analyzed using Content Analysis. The results showed that The Formative Evaluation regarding the curriculum implementation process and the Intrinsic Evaluation of the curriculum components were at the highest level of appropriateness ( = 4.80 and 4.95, respectively). Regarding the Summative Evaluation, 71.42 percent of students achieved a cumulative grade point average of 3.00 or above.  Furthermore, 100% of students met the established criteria at the good quality level, defined as 70 percent or higher, across all three assessed domains: reading, analytical thinking, and writing skills; desirable characteristics; and overall project success. The Pay-off Evaluation showed that stakeholder satisfaction with the curriculum was at the highest level
( = 4.78). Meanwhile, the Goal-Free Evaluation revealed unexpected negative impacts, including accumulated student stress from an intensive study load, increased teacher workload, and budget constraints for field training equipment. In conclusion, the curriculum is highly effective in developing students' academic potential, analytical thinking skills, discipline, and desirable characteristics, successfully preparing and transitioning civilian students into military cadets. However, recognizing these unintended side effects provides crucial evidence for balancing class schedules and managing budgets to further develop a more comprehensive and sustainable curriculum.