CAUSAL FACTORS THAT INFLUENCE THE POLICY OF DISTANCE LEARNING TELEVISION OF A SMALL-SIZE SCHOOL

Abstract

This research is intended to 1. study policies of provision of satellite-based distance learning to small-sized schools 2. study the level of causal influential factors in the policies of provision of satellite-based distance learning to small-sized schools and 3. investigate influential factors in the policies of provision of satellite-based distance learning to small-sized schools under the supervision of Office of The Base Education Commission. Its sampling groups include administrators, teachers, learners and their parents in 322 schools 644 informants. Questionnaires was used to collect data. The survey uses the basic statistical analysis and the techniques of path analysis. Research results showed that: 1) All the policies of the provision of satellite-based distance learning amongst small-sized schools need to be improved 2) Primary factors the school administrators are availability of a good level. but the supervision plan for monitoring the distance education also needs to be improved. The process factors include management, learning activities, evaluation and appraisal as well as stakeholders’ participation are to be improved. The outcome factors include the school administrators’ and teachers’ satisfaction which are at the highest level. While the fulfillment of learners’ and their parents’ is shown to be increased. And 3) Positive factors that directly influence the distance learning television of a small-size school policy of small schools are the readiness of the administrators, student readiness, management, teaching activities, measurement and evaluation, participation of stakeholders, and satisfaction of administrators and teachers. Positive factors that indirectly influence the distance learning television of a small-size school are the readiness of the administrators, the availability of teachers, availability of media materials, quality of network, measurement and evaluation, and participation of stakeholders. Negative factors that directly and indirectly influence the distance education policy of small-size school are the quality of the network and student readiness, respectively.