An Evaluation of the Doctor Education Program in Curriculum and Instruction Revised Curriculum Academic Year 2021, Faculty of Education, Burapha University

Abstract

         The objectives of this research were to evaluate the Doctor Education Program in Curriculum and Instruction Revised Curriculum Academic Year 2021, Faculty of Education, Burapha University, based on the CIPP Evaluation Model. The research instruments used questionnaires and interviews, categorized according to the groups of informants. The collected data were analyzed using quantitative and content analysis methods. The participants included current students, alumni, graduate Employers, program administrators, and instructors. The findings revealed that their overall opinions toward the curriculum were at the highest level in all aspects: context ( = 4.64, S.D. = 0.41), input (= 4.64, S.D. = 0.42), process (= 4.68, S.D. = 0.44), and product (= 4.70, S.D. = 0.39). Interviews with experts indicated that the curriculum philosophy was consistent with professional principles, responsive to social changes, and could be effectively implemented in practice. Continuous curriculum revision was considered essential. The curriculum structure corresponded with its objectives; the proportion of course categories and course content met professional needs and could be practically applied. Moreover, the curriculum was found to be well-aligned with current educational, economic, and social transformations. The instructors possessed appropriate qualifications, academic competence, and relevant experience for their teaching responsibilities, as well as a sound understanding of the curriculum. It was recommended that instructional methods be diversified incorporating on-campus learning, online learning, and field-based experiences such as participation in academic seminars, curriculum development for educational institutions, knowledge transfer to organizations, community service, academic services, and research assistantships. These experiences would support students living far from the university and enhance their professional learning throughout the program. In terms of assessment and evaluation, it was suggested that the curriculum adopt various assessment approaches such as behavioral assessment, reflective writing, self-assessment, knowledge assessment, and performance evaluation. Additionally, assessment verification. The curriculum should provide verification in various forms and methods in every semester.