An Effect of the Learning Environment Management System toward Student Quality of Thai Secondary School
Why this work is in the frame
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Bibliographic record
Abstract
<p class="apa">This study aimed at 1) investigating the element of the learning environment management system in the secondary schools, 2) exploring the current states and problems of the system on the learning environment management in the secondary schools, 3) designing the learning environment management system for the secondary schools, and 4) identifying the effects of the learning environment management system at the secondary schools. This research was the research and development (R&amp;D). Tools employed in this study consisted of: a questionnaire, a form of opinion expression of the scholars, a form of interview, a form of system evaluation as well, a form of satisfaction evaluation. Data were analyzed by percentage, mean and standard deviation. The findings were as follows: 1) The components of the learning environment management system on outputs included: school policies, personnel, budget, materials used in the application, management as well as participation. On process, there were: environment inside classroom, environment outside classroom, information technology, class atmosphere, creation of learning and instruction and curriculum.</p><p class="apa">The outputs comprised: an increase in the learners’ leaning achievement, eagerness to learn among the learners, learning resources conducive to learning of the learners, teachers’ and school administrators’ satisfaction as well as interaction between the teachers and learners. The feedback consisted of a report on the effects and recommendations to those concerned, application of evaluation results to be improved based on recommendations. 2) The current states of the learning environment management system in the secondary schools were at the high level while the problems of the application were at the moderate level. 3) The system of the learning environment management in the secondary schools comprised 6 sub-factors including: inside classroom environment, outside classroom environment, information technology, classroom atmosphere, creation of learning, and instruction and curriculum. 4) The effects of the system application revealed that the teachers obtained interaction with the learners at the high level. More learning resources were added to the schools. The learners gained the higher learning achievement. The school administrators and teachers were satisfied with the system on the learning environment management in the secondary schools.</p>
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it