Development of Learning Facilitator Competencies among Science, Mathematics, and Technology Teachers in Nakhon Pathom Province Using the Teacher to Learning Facilitator Mentoring Curriculum and the NGL_STARS AI System for Lesson Plan Assessment
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Abstract
This research was a pre-experimental study. The research objectives were: 1) to study the consistency of lesson plan assessments among experts in educational measurement and evaluation, curriculum development, and instruction, as well as between the experts and the NGL_STARS artificial intelligence system; and 2) to compare the teachers' learning facilitator competencies before, during, and after participating in the capacity-building training program, "Coaching Teachers to Learning Facilitators." The sample consisted of 3 experts (in educational measurement, curriculum and instruction) and 5 science, mathematics, and technology teachers. The research instruments included an activity process manual, a teacher's learning facilitator competency assessment form, and the NGL_STARS program. Data were analyzed using mean, standard deviation, and the Friedman test. The findings revealed that: 1) The assessment consistency between the experts and the AI system was at a good average level (ICC = .83), which was higher than the inter-rater consistency among the individual experts themselves (ICC = .39); and 2) The teachers' learning facilitator competencies showed a statistically significant difference at the .05 level (χ² = 10.00, df = 2, p = .01), with the competencies being highest in the post-training phase, followed by the during-training and pre-training phases, respectively.
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