ความสัมพันธ์ระหว่างการเปิดรับสื่อของครู กับการยอมรับแนวการจัดกิจกรรมการเรียนการสอน ตามหลักสูตรประถมศึกษา พุทธศักราช 2521 ในโรงเรียนประถมศึกษา เขตอำเภอนครชัยศรี จังหวัดนครปฐม / สุภรณ์ วัชรศิริธรรม =Relationship between teacher's communication exposure and the adoption of insturctional activity organized according to implementation guidance of the elementary schools curriculum B.E.2521 in amphoe Nakhon Chaisi, Changwat Nakhon Pathom / Suporn Wacharasiritham
To change from former Elementary Curriculum to the Present Curriculum B.E. 2521 is a part of reformation of education structure, system and process to comply with the National Scheme of Education B.E. 2520 in order to serve people who have to survive in the present economic and social crisis. It is generally accepted that learning and teaching are very important activities in the process of curriculum implementation. The implementation of the Elementary School Curriculum B.E. 2521 designated that “Learning and teaching according to this Curriculum is that teachers and students conduct the learning activities together on child centered basis”. This new curriculum might be considered as new educational idea or innovation that has to be diffused to authorities and people who deal with the implementation of this curriculum, especially, the teachers in-service who use the curriculum. Such adoption at this level which will effect directly the student behavior should be one of the key indicators of how effectively and efficiently the curriculum was implemented. This educational innovation has to be diffused extensively and rapidly to the target group who works in all over the country by using efficient communication techniques. This research aims at finding the most import medium for effective and efficient innovation diffusion and adoption and there were the relationship between levels of innovation adoption and the demographic variables. The hypothesis are as follows 1. There were relationships between media (mass, specific and interpersonal) exposure and innovation adoption.
2.There were relationships between demographic variables and adoption of innovation. A sample of 320 teachers was selected by purposive sampling technique from 571 in-service teachers in the elementary schools of the Office of the National Primary Education Commission in Amphoe Nakhon Chaisi, Changwat Nakhon Pathom. Data were collected by means of mailing questionnaires and systematic observation technique to observe 30 cases cut of the same group of 320 teachers who are teaching in 10 schools of Nakhon Chaisi School Group and Bangkaew School Group to confirm and assure that in real practice the new curriculum learning activities have been adopted. The data were processed by SPSS computer program using various statistical techniques : Pearson Product-Moment Correlation Coefficients, Stepwise Regression and x² test to analyze the data. Findings 1. Most teachers were exposed to communication media at medium level. 2. Mass media exposure was significantly related to the adoption of innovation the most, followed by the specific media and personal media exposure respectively. In other word mass media is the most appropriate media for diffusion of innovation in transitional society. 3. Almost all teachers’ demographic data were significantly related to the adoption of innovation at very low level, except, educational background. There was a tendency that those who have high educational background would adopt more the innovation. 4. There was no correlation between demographic variables and media exposure at stages of the knowledge, persuasion, decision and confirmation. However, there was a tendency that at the stage of knowledge, those who were highly educated would expose more to the media. At the stage of confirmation, there was a tendency that those who have more teaching experience would expose more to media. The data collected from questionnaires and systematic observation technique were consistent, that is all activities according to guidance for implementation of the Elementary Curriculum B.E. 2521 which are considered as innovation were adopted at teaching level but some activities were adopted by only few teachers. Hence there should be much more campaign to motivate these teachers to adopt more of these activities.
