NEEDS ASSESSMENT OF EDUCATIONAL PROVISION FOR STUDENT LITERACY DEVELOPMENT IN SMALL SCHOOLS: A CASE STUDY OF THE KHAO LUANG–NONG NGIO SCHOOL CLUSTER UNDER LOEI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2
DOI:
https://doi.org/10.64186/jsp3789Keywords:
Needs assessment, Literacy, Small schools, Educational provisionAbstract
This study aimed to 1) examine the current and desired states of educational provision for student literacy development in small school contexts within the Khao Luang–Nong Ngio School Cluster under Loei Primary Educational Service Area Office 2; 2) assess and prioritize the needs for educational provision to support student literacy development in small school contexts; and 3) investigate guidelines for educational provision to enhance student literacy development in small school contexts based on the perspectives of relevant stakeholders. This study employed a mixed methods research design using an explanatory sequential design. The quantitative participants comprised 78 school administrators and teachers from 11 small schools, all of whom constituted the study population, while six key informants were purposively selected for the qualitative phase. The research instruments included a five-point rating scale questionnaire and a semi-structured interview protocol. Quantitative data were analyzed using mean, standard deviation, and the Modified Priority Needs Index (PNI Modified), whereas qualitative data were analyzed through content analysis. The findings revealed that the overall current state of educational provision for student literacy development was at a high level, whereas the overall desired state was at the highest level. The support system for literacy development was identified as the highest-priority need, followed by the use of data and learning resources, and critical thinking and problem-solving. The proposed development guidelines included strengthening support systems, promoting the use of data and learning resources, implementing active learning approaches, connecting learning to real-life contexts, and fostering communication and reflective practices. The findings indicate that student literacy development in small school contexts requires a systematic approach encompassing support systems, data utilization, active learning, context-based learning, and communication and reflection practices in order to enhance the quality of student learning in accordance with the context of each school.
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