Theoretical validity test for the assessment model of efficiency of instruction on enrichment science classroom project Rachineeburana School at Nakhon Pathom Province

Abstract

The objective of this research was testing the theoretical validity for the assessment model of efficiency of instruction, comprising 4 factors and 12 indicators. The research sample included 194 students in the enrichment science classroom project, second semester academic year 2014 of Rachineeburana School. The research instrument was a questionnaire. The data analyses applied were percentage, arithmetic mean, standard deviation and confirmatory factor analysis.

The result of this research found that; the theoretical validity of the model was consistent with empirical data with 43.23 for chi-square test at 45 degree of freedom, 0.55 for p-value, 0.03 for standardized root mean square residual, 0.00 for root mean square error of approximation, 0.97 for goodness of fit index, and 0.94 for adjusted goodness of fit index. The most important weight was the measurement factor followed by instructional media, learning activity, and the teacher. So, the efficiency of instruction on enrichment science classroom project should be considered in evaluations.