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This research aimed at (1) studying the level of problems in implementing the Islamic study curriculum of the primary level ,A.D. 1978 (Revise Edition A.D. 1990) of Islamic primary school teachers in changwat Pattani ; (2) comparing the problems of the Islamic teachers with different educational status and job experience; and (3) collecting problems and suggestions on the implementation of the curriculum from the Islamic primary school teachers in changwat Pattani. The samples of the study were 170 Islamic primary school teachers in changwat Pattani during the academic year 1996.<br /> The research instrument for data collection was a five-item Likert?s scale questionnaire of which its reliability level was .9870. The data then were interpreted by absolute criteria and analyzed statically by percentage, means, standard deviation, t-test, f-test and Scheffe Method of multiple comparisons.These analyses were manipulated by an SPSS/PC+ computer programmer. <br /> The research results showed that :<br /> 1. the problems of the implementation Islamic study curriculum of Islamic teachers, either overall or in each category of curriculum administration, teaching-learning process in line with the curriculum, or support and promotion of the implementation, were in the high level.<br /> 2. Comparing the problems in implementing Islamic study curriculum A.D. 1978 (Revise Edition A.D. 1990) of the Islamic teachers who were different in age, educational status, and job experience, it was found that :<br /> 2.1 Overall, the Islamic teachers whose age differed from each other were not different in the level of problems in implementing the curriculum. But, when each category was considered, it was found that the ones whose ages were 32 and over were different from the ones whose ages 31 and under in the level problems of the curriculum administration and support and promotion of the implementation at significance, level of .01. In teaching-learning process in line with the curriculum, both age groups showed no difference in the level of problem.<br /> 2.2 the Islamic teachers with different education status were generally not different in the level of problem, With regard to each category, they were different In teaching-learning process at the significance, level of .001. No difference was found when curriculum administration or support and promotion of the curriculum were considered.<br /> 2.3 Overall, the Islamic teachers with different job experience were not different in the level of problem. In the each category, they showed different level of problem in curriculum administration at a significance level of .05, while there was no difference teaching-learning process.<br /> 3. The suggestions to improve the implementation of the Islamic study curriculum A.D. 1978 (Revise Edition A.D. 1990) of Islamic primary school teachers in changwat Pattani were that :<br /> - With regard to curriculum administration, it was suggested that the responsible organization provide training in curriculum implementation to strengthen knowledge, understanding, and recognition of curriculum administration.<br /> - With regard to teaching-learning process in line with the curriculum, the Islamic teachers should understand how to manage procedural teaching-learning activities, student-centred teaching behavior, and conceived experience.<br /> - With regard to support and promotion of the implementation of the curriculum, there should be a systematic and continuous line supervision, a support of instruction media, and a follow-up and assessment of the implementation of the curriculum at every level.<br />
| Name | นงลักษณ์ หะยีมะสาและ |
| Organization | มหาวิทยาลัยสงขลานครินทร์ บัณฑิตวิทยาลัย |
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| Name: | อนันต์ ทิพยรัตน์ |
| Roles: | ที่ปรึกษาวิทยานิพนธ์ |
| Name | : | มหาวิทยาลัยสงขลานครินทร์ วิทยาเขตปัตตานี |
| Address | : | ปัตตานี (Pattani) |