The Needs for Instructional Supervision of Unplugged Coding Teaching in Lower Primary Programs in Schools under Samut Prakan Primary Education Area Office 2
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Abstract
The objective of this study was to examine the needs for instructional supervision of unplugged coding teaching in lower primary programs. The population consisted of 71 schools under Samut Prakan Primary Education Area Office 2. This research was the usage of a quantitative method and using the concept of teaching as a research framework consists of 1) Transformation of curriculum to instruction, 2) Instructional activity management aspects, 3) Media and media development and 4) Instructional measurement and evaluation. The informants from each school involved the head of the Science and Technology subject area and 3 computational science teachers in the lower primary program (Level 1 to 3). Experts assessed content efficiency with an index of consistency (IOC) of 0.67-1.00. A questionnaire was employed to collect the data of the needs for instructional supervision of unplugged coding teaching in lower primary programs in schools under Samut Prakan primary education area office 2, which was then analyzed via the calculations of means, standard deviations, and Modified Priority Needs Indices (PNImodified). It was found that the instructional supervision aspect with the most highly needed was the Transformation of Curriculum to Instruction (PNImodified = 0.229). This was followed by the Instructional Measurement and Evaluation (PNImodified = 0.203) and the Instructional Activity Management aspects (PNImodified = 0.199), respectively.
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