REPORT SEMINAR ON INSTRUCTION AND RESEARCH COOPERATION BETWEEN SUKHOTHAI THAMMATHIRAT OPEN UNIVERSITY, THAILAND AND MASSEY UNIVERSITY INSTITUTE OF EDUCATION, NEW ZEALAND SEPTEMBER 9-16, 2016

Tertiary Education – Linda Rowan

School of Educational Studies Sukhothai Thammathirat Open University

Professor Dr.Sumalee Sungsri

SCHOOL OF EDUCATIONAL STUDIES • THE SCHOOL OF EDUCATIONAL STUDIES OFFERS PROGRAMS WHICH FOCUS ON DEVELOPING IN-SERVICE EDUCATIONAL PERSONNEL WHO CAN STRENGTHEN THEIR COMMUNITIES WITH INCREASED ACADEMIC KNOWLEDGE AND PROFESSIONAL ETHICS. • THE SCHOOL ALSO AIMS TO PROMOTE RESEARCH DEVELOPMENT IN THE FIELDS OF TEACHER EDUCATION AND EDUCATIONAL STUDIES, PROVIDE ACADEMIC SERVICES TO EDUCATIONAL PERSONNEL AND OTHER INTERESTED PARTIES, AND CONTRIBUTE TO THE PRESERVATION AND MAINTENANCE OF NATIONAL ARTS AND CULTURE.

OBJECTIVES The School of Education of STOU has offered education aligned with the principle of lifelong learning aiming at strengthening students’ knowledge, skills, professional ethics and morals which will serve society and benefit individual students. The school of education offers courses that are relevant to the needs of individual and society. Our students are expected to be lifelong learners who are knowledgeable and be able to adjust their instructions to be aligned with the rapidly changing society.

SCOPE OF RESPONSIBILITIES 1. Offering study programs through distance learning system. 2. Conducting research. 3. Providing educational services to the society. 4. Preserving, promoting and developing Thai arts and culture.

ADMINISTRATION STRUCTURE Chairman/Dean

Advisory board Administration board Deputy Chairman

Deputy Chairman

6 Academic Groups/Division

SCHOOL OF EDUCATIONAL STUDIES Number of Lecturers Curriculum and Instruction Educational Administration Guidance and Psychological Counseling

24 8 6

Non-formal Education Educational Technology Educational Measurement and Evaluation

3 4 5

Total

50

SCHOOL OF EDUCATIONAL STUDIES Education background of lecturers

Ph.D / Ed.D M.Ed

48 2

96.00% 4.00%

SCHOOL OF EDUCATIONAL STUDIES Academic Position Professor Associate Prof. Assistant Prof. Lecturer

1 18 21 10

2.00% 36.00% 42.00% 20.00%

6 ACADEMIC GROUPS/DIVISIONS 1. 2. 3. 4. 5. 6.

Curriculum and Instruction Educational Administration Guidance and Psychological Counseling Non-formal Education Educational Technology Educational Measurement and Evaluation

PROGRAMS OF STUDY

Bachelor’s degree Graduate diploma Master degree Doctoral degree

1 2 7 2

BACHELOR’S DEGREE PROGRAM

1 Program with 4 major subjects - Guidance and Psychological Counseling - Non-formal Education - Educational Technology - Educational Measurement and Evaluation

GRADUATE DIPLOMA

2 Programs - Curriculum and Instruction - Educational Administration

MASTER DEGREE PROGRAMS 6 Programs 1. Curriculum and Instruction in the following major subjects - Thai language - Social studies - Mathematics - Science education - Early childhood and primary education - English language - Vocational education

MASTER DEGREE PROGRAMS 2. Educational Administration 3. Guidance and Psychological Counseling 4. Non-formal education in 2 specialize areas - Non-formal and informal education - Non-formal and informal education administration 5. Educational Technology 6. Educational Measurement and Evaluation

DOCTORAL DEGREE PROGRAM 2 Programs 1).PHD. In Education with 6 major subjects - Curriculum and Instruction - Guidance and Psychological Counseling - Non-formal Education - Distance education - Educational Technology - Educational Measurement and Evaluation 2).PHD. In Educational Administration

EXAMPLE OF BACHELOR’S DEGREE: EDUCATIONAL MEASUREMENT AND EVALUATION Program Structure and Details 1. For those who have completed bachelor’s degree in education (1) Program Structure The program requires at least 12 courses or 72 credits comprising the following: A. General Education Courses 1 courses (6 credits) B. Professional Courses 4 courses (24 credits) C. Area-specific Courses 6 courses (36 credits) D. Open Elective Courses 1 courses (6 credits)

EXAMPLE OF BACHELOR’S DEGREE (2) Program Details A. General Education Courses 1 courses (6 credits) 10151 Thai Studies B. Professional Courses 4 courses (24 credits) 20301 Educational Technology and Communication 20302 Statistics, Research and Evaluation in Education 20303 Psychology and Learning Methodology 24407 Professional Experience in Educational Measurement and Evaluation C. Area-specific Courses 6 courses (36 credits) Required 4 courses 24401 Fundamental Psychology and Sociology for Educational Measurement and Evaluation

EXAMPLE OF BACHELOR’S DEGREE 24406 Administration Concerning Educational Measurement and Evaluation 24411 Development of Cognitive Measurement Instrument 24412 Development of Affective and Psychomotor Measurement Instrument And Choose 2 courses from the following: 24413 Project Evaluation 24414 Curriculum Evaluation 24415 Standards-based Measurement and Evaluation D. Open Elective Courses 1 courses (6 credits) Students are encouraged to choose one courses from the undergraduate courses offered by the university, with the exception of the courses listed in the appendix.

EXAMPLE OF BACHELOR’S DEGREE 2. For those who have completed high vocational certificate or diploma or its equivalent from recognized higher education institutes. (1) Program Structure The program requires at least 13 courses or 78 credits comprising the following: A. General Education Courses 1 courses (6 credits) B. Professional Courses 5 courses (30 credits) C. Area-specific Courses 6 courses (36 credits) D. Open Elective Courses 1 courses (6 credits) (2) Program Details A. General Education Courses 1 courses (6 credits) 10151 Thai Studies

EXAMPLE OF BACHELOR’S DEGREE B. Professional Courses 5 courses (30 credits) 20301 Educational Technology and Communication 20302 Statistics, Research and Evaluation in Education 20303 Psychology and Learning Methodology 20304 Foundations of the Education Profession 24407 Professional Experience in Educational Measurement and Evaluation C. Area-specific Courses 6 courses (36 credits) Required 4 courses 24401 Fundamental Psychology and Sociology for Educational Measurement and Evaluation

EXAMPLE OF BACHELOR’S DEGREE 24406 Administration Concerning Educational Measurement and Evaluation 24411 Development of Cognitive Measurement Instrument 24412 Development of Affective and Psychomotor Measurement Instrument And Choose 2 courses from the following: 24413 Project Evaluation 24414 Curriculum Evaluation 24415 Standards-based Measurement and Evaluation D. Open Elective Courses 1 courses (6 credits) Students are encouraged to choose one courses from the undergraduate courses offered by the university, with the exception of the courses listed in the appendix.

EXAMPLE OF MASTER DEGREE PROGRAM Educational Administration Plan A: Model A (1) Program Structure The program requires at least 36 credits comprising the following: A. Area-specific Courses 4 courses (24 credits) B. Thesis (12 credits) C. Intensive Training for Graduate Professional Experience 1 courses ( noncredits) (2) Program Details A. Area-specific Courses 4 courses (24 credits) 23720 Theories and Practices in Education Administration 23721 Research in Educational Administration 23722 Academic and Educational Resources Administration

EXAMPLE OF MASTER DEGREE PROGRAM 23723

Educational Policies, Planning and Quality Development

B. Thesis (12 credits) 23788 Thesis C. Intensive Training for Graduate Professional Experience 1 courses (noncredits) 23789 Skills Development and Professional Experience for Educational Leaders

EXAMPLE OF MASTER DEGREE PROGRAM Plan B (1) Program Structure The program requires at least 36 credits comprising the following: A. Area-specific Courses 5 courses (30 credits) B. Independent Study 1 courses (6 credits) C. Intensive Training for Graduate Professional Experience 1 courses (noncredits) (2) Program Details A. Area-specific Courses 5 courses (30 credits) Required 4 courses 23720 Theories and Practices in Education Administration 23721 Research in Educational Administration 23722 Academic and Educational Resources Administration

EXAMPLE OF MASTER DEGREE PROGRAM and choose 1 course from the following: 23725 Contexts in Educational Administration 23726 Management Information System and Educational Administration Technology 23727 Development of Learning Systems Management

B. Independent Study 1 course (6 credits) 23787 Independent Study C. Intensive Training for Graduate Professional Experience 1 courses (noncredits) 23789 Skills Development and Professional Experience for Educational Leaders

EXAMPLE OF DOCTORAL DEGREE PROGRAM IN EDUCATION (1) Program Structure - Core courses 2 courses (12 credits) - Area-specific courses 1 courses (6 credits) - Thesis 1 courses (36 credits) - Professional Experience for Doctoral of Education (non-credit) (2) Program Details Core Courses (12 credits) - Concept and theory in Education - Advanced research methodology Area-specific courses: (example) - Issues in non-formal Education - Issues in Distance Education

EDUCATIONAL MULTIMEDIA Textbooks and Workbook The primary media for instruction in each course are textbooks, specially designed for self-guided study, and corresponding self-evaluating workbooks. Radio Programs Radio programs are designed to enrich course content. Television Programs STOU uses TV dramas, discussions, interviews and documentary programs to supplement its academic course. Face-to-Face Tutorials On top of distance learning media, STOU students are sometimes asked to meet in conventional classrooms, which provide opportunities for crucial face-to-face interaction and individualized attention during the self-instructional course block. Tutorials are held at provincial study centers. Tutoring activities are also upload on the website of the university.

EDUCATIONAL MULTIMEDIA • E-LEARNING AND E-TRAINING •

STOU PROVIDES LESSONS AND TRAINING SESSIONS ON THE INTERNET FOR SELECTED BACHELOR’S AND GRADUATE PROGRAMS.

• MEDIA ON DEMAND •

STOU’S WEBSITE STORES AND ARCHIVE OF BROADCASTED RADIO AND TELEVISION PROGRAMS IN ADDITION TO OTHER SUPPLEMENTARY AUDIO AND VIDEO, ENABLING STUDENTS' ACCESSIBILITY TO ALL AVAILABLE INSTRUCTIONAL MATERIALS AT ANY TIME.

Instructional Process (B.Ed.) 1) student study on their own 1.1 Main media - textbooks 1.2 Supplementary media - radio, TV - CD, VCD 2) face to face tutoring 1 or 2 times (not compulsory) 3) Practicum : nursing, communication arts, agriculture and extension 4) Professional experience (intensive training for 3-5 days)

Instructional Process (Graduate students) 1) study on their own 1.1 Main media - textbook or guide book - recommended textbooks, articles 1.2 Supplementary media - CD, VCD, web,etc. 2) face to face seminars (compulsory) 3) e-learning 4) Professional experience (intensive training for 3-5 days)

FACILITIES •EDUCATIONAL BROADCASTING PRODUCTION CENTER •UNIVERSITY PRESS •LIBRARY SERVICES •SEMINAR AND CONFERENCE ROOMS

EDUCATIONAL SERVICES •STOU ONE STOP SERVICE •STOU CORNERS ARE INCLUDED IN ALL PROVINCIAL LIBRARIES •REGIONAL DISTANCE EDUCATION CENTERS •PROVINCIAL COORDINATING CENTERS

Karen Anderson

Duongdearn PINSUWAN and Tweesak CHINDANURAK

TOPIC 1

INTRODUCTION

2

THE STUDY

3

FINDINGS

4

CONCLUSIONS

INTRODUCTION •SCIENCE PROCESS SKILLS • ARE CAPABILITIES OF STUDENTS TO ACQUIRE THE SCIENTIFIC KNOWLEDGE AND THE ACQUISITION OF SCIENCE PROCESSES. • PROVIDE MEANINGFUL LEARNING AND PREVENT MEMORIZATION OF FACTS. • HELP THE STUDENTS UNDERSTAND THE KNOWLEDGE THEY OBTAINED.

INTRODUCTION •SCIENCE PROCESS SKILLS • HAVE AN IMPORTANT ROLE IN DEVELOPING STUDENTS’ HIGHER ORDER THINKING AND DECISION MAKING. • PREVENT DEVELOPING NEGATIVE ATTITUDES TO SCIENCE.

INTRODUCTION • SCIENCE PROCESS SKILLS SHOULD BE TAUGHT TO STUDENTS WHILE THEY ARE STUDYING IN ALL LEVELS IN THEIR FORMAL EDUCATION.

• IN ORDER TO PRODUCE STUDENTS WHO ACQUIRE THE SCIENCE PROCESS SKILLS, THE TEACHER SHOULD BE COMPETENT IN SCIENCE PROCESS SKILLS; THEORETICALLY AND PRACTICALLY.

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INTRODUCTION • BASIC SCIENCE PROCESS SKILLS • OBSERVING • MEASURING • CLASSIFYING • INFERRING • MANIPULATING AND COMMUNICATING DATA

• PREDICTING • USING SPACE/SPACE AND SPACE/TIME RELATIONSHIPS • USING NUMBERS

INTRODUCTION • INTEGRATED SCIENCE PROCESS SKILLS • IDENTIFYING AND CONTROLLING VARIABLE • OPERATIONAL DEFINING OF THE VARIABLE • FORMULATING HYPOTHESES • EXPERIMENTING • INTERPRETING DATA AND CONCLUSION

INTRODUCTION THERE WERE EVIDENCES THAT TEACHERS HAD LIMITED CONCEPTUAL UNDERSTANDING AND LOW PERFORMANCE OF SCIENCE PROCESS SKILLS IN TEACHER EDUCATION.

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INTRODUCTION IN THAILAND, KRUEA-IN AND BUARAPHAN (2014) DEVELOPED A SOCIAL CONSTRUCTIVIST-BASED PROFESSIONAL DEVELOPMENT WORKSHOP TO HELP LOWER SECONDARY SCHOOL SCIENCE TEACHERS DEVELOP THEIR SCIENCE PROCESS SKILLS AND LABORATORY LESSON PREPARATION SKILLS.

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THE PURPOSES OF THIS STUDY 1

2

3

4

to explore conceptual understanding and teaching science process skills of in-service science teachers under the to develop science process skills Office of the Basic Education training package according to school Commission context to promote conceptual understanding and teaching science to compare conceptual understanding process skills for the teachers and teaching science process skills of the teachers before and after participating in the training workshop to study the teachers’ satisfaction

toward the training package and the training instruments

TARGET GROUP OF THIS STUDY 290 IN-SERVICE SCIENCE TEACHERS UNDER THE OFFICE OF SECONDARY EDUCATIONAL SERVICE AREA 3, NONTHABURI PROVINCE, THAILAND

following PHASEStheOF THIS STUDY a survey ofPhase 1 conceptua l understan ding and teaching science process skills of 166 inservice science

developme nt of Phase 2 conceptual understan ding and teaching science process skills by using science process skills

up of teaching Phase 3 science process skills after the training by using the activity training package of 10 inservice

INSTRUMENTS USED IN THIS STUDY Phase 1

1. Science process skills conceptual understanding test (SPSCUT) composed of 130 items, 10 items for each science process skill. The difficulty indices of the items were ranged between .35-.75. The discriminate indices of the items were ranged between .30-.70. The reliability of the test was .86. 2. Teaching science process skills evaluation form.

INSTRUMENTS USED IN THIS STUDY Phase 2 1. Training package including contents, teaching strategies, assessment and evaluation tools 2. Training instruments including teaching manual for teaching 13 science process skills and learning management plans 3. A questionnaire for the teachers’ satisfaction toward the training package and the training instruments, the 5-point Likert-type scales 4. A questionnaire for experts’ opinions toward the training package and the training instruments, the 5-point Likert-type scales

INSTRUMENTS USED IN THIS STUDY Phase 3

1. Teaching observation form 2. Learning management plans evaluation form

3. Semi-structure interview form

FINDINGS CONCEPTUAL UNDERSTANDING OF SCIENCE PROCESS SKILLS SCORES OF 166 IN-SERVICE SCIENCE TEACHERS WERE IN THE RANGE OF 5.15 TO 8.21.

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CONCLUSIONS IN GENERAL, THAI IN-SERVICE SCIENCE TEACHERS HAD MODERATE LEVEL OF CONCEPTUAL UNDERSTANDING OF SCIENCE PROCESS SKILLS AND TEACHING SCIENCE PROCESS SKILLS.

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CONCLUSIONS AFTER THE DEVELOPMENT OF TEACHING SCIENCE PROCESS SKILLS, WORKSHOP TRAINING BY USING THE TRAINING PACKAGE AND THE TRAINING INSTRUMENTS, THE TEACHERS IMPROVED THEIR LEVEL OF CONCEPTUAL UNDERSTANDING OF SCIENCE PROCESS SKILLS AND TEACHING SCIENCE PROCESS SKILLS. Company Logo

ACKNOWLEDGMENTS 1 Thailand Research Fund (TRF)

2 Office of the Higher Education Commission (OHEC)

3 Sukhothai Thammathirat Open University

DEVELOPMENT OF DISTANCE TRAINING PACKAGES FOR TEACHERS ON PROVIDING FOR LEARNERS WITH SPECIAL NEEDS JAREELUK RATANAPHAN [email protected] SCHOOL OF EDUCATIONAL STUDIES

SUKHOTHAI THAMMATHIRAT OPEN UNIVERSITY

INTRODUCTION • NUMBER OF LEARNERS WITH SPECIAL NEEDS (LSN) ARE MORE • EDUCATION FOR LSN HAS BEEN PROVIDED IN MANY COUNTRIES

• TEACHERS NEED TO KNOW HOW TO TEACH AND DEAL WITH LSN • THERE’RE MANY WAY TO ENGAGE TEACHERS’ KNOWLEDGE: TRAINING, SELF STUDY ETC. • TEACHERS HAVE INDIVIDUAL DIFFERENCE: INTELLIGENT, LEARNING STYLE, FREE TIMES TO ATTEND THE TRAINING ECT. • MANY RESEARCH FINDINGS SHOWED THAT SELF STUDY THROUGH DISTANCE TRAINING PACKAGE IS AN EFFECTIVE METHOD. [KLA THONGKHAO AND OTHERS (2002), KOSON MEEKHUN AND OTHERS (2003), ARUNEE HORADAL AND OTHERS (2005), PHATCHAREE PHOLYOTHIN AND OTHERS (2005), AND JAREELUK RATTANAPHAN (2013)]

RESEARCH QUESTION 1) WHAT KIND OF KNOWLEDGE WHICH SPECIAL EDUCATION TEACHERS NEED TO KNOW? 2) HOW ABOUT EFFICIENCY OF DISTANCE TRAINING PACKAGE (DTP)?

3) HOW ABOUT TEACHERS’ KNOWLEDGE SCORE BEFORE AND AFTER USING THE DTP? 4) HOW ABOUT TEACHERS’ OPINIONS TOWARD THE DTP?

RESEARCH OBJECTIVES 1. TO SURVEY THE TEACHERS’ NEEDS FOR KNOWLEDGE ON LEARNING MANAGEMENT FOR LEARNERS WITH SPECIAL NEEDS (LSN) 2. TO DEVELOP A DTP ON LEARNING MANAGEMENT FOR LSN AND TO VERIFY ITS EFFICIENCY; 3. TO COMPARE THE PRE-POST TRAINING KNOWLEDGE OF TEACHERS WHO USED THE DTP ON LEARNING MANAGEMENT FOR LSN 4. TO STUDY TEACHERS’ OPINIONS TOWARD THE DTP ON LEARNING MANAGEMENT FOR LSN

RESEARCH HYPOTHESES 1. THE DEVELOPED DISTANCE TRAINING PACKAGE ON LEARNING MANAGEMENT FOR LEARNERS WITH SPECIAL NEEDS IS EFFICIENT BASED ON THE 80/80 EFFICIENCY CRITERION. 2. AFTER USING THE DISTANCE TRAINING PACKAGE, POST TEACHER’S MEAN SCORE OF THE TEST ON KNOWLEDGE AND UNDERSTANDING OF LEARNING MANAGEMENT FOR LSN IS HIGHER THAN THE MEAN SCORE OF PRE TEST.

RESEARCH METHODOLOGY • THIS IS RESEARCH AND DEVELOPMENT • THE RESEARCHER DEVELOPED AND EXPERIMENTED THE DISTANCE TRAINING PACKAGE WITH ONE GROUP OF RESEARCH SAMPLE UNDER THE ONE GROUP PRE-TEST AND POST-TEST DESIGN.

3 STAGE OF DATA COLLECTION

1.Survey of teachers’ needs on knowledge about special education

2.Development and verification the efficiency of the DTP

3.Study the effects of using the DTP

RESEARCH INSTRUMENTS 1.

A QUESTIONNAIRE ON THE NEEDS FOR KNOWLEDGE ON PROVISION OF EDUCATION FOR LEARNERS WITH SPECIAL NEEDS

2.

DISTANCE TRAINING PACKAGE ON LEARNING MANAGEMENT FOR LEARNERS WITH SPECIAL NEEDS

3.

LEARNING ACHIEVEMENT TEST

4.

A QUESTIONNAIRE ON TEACHERS’ OPINIONS TOWARD THE DISTANCE TRAINING PACKAGE.

DATA ANALYSIS • THE E1/E2 EFFICIENCY INDEX • PERCENTAGE

• MEAN • STANDARD DEVIATION • T-TEST

• CONTENT ANALYSIS

1 SURVEY STAGE

PARTICIPANTS FOR SURVEY OF TEACHERS’ NEEDS ON KNOWLEDGE ABOUT SPECIAL EDUCATION Area

Area of BKK 1

population sample

20 16

Area of Area of BKK 2 BKK 3 11 9

29 23

Area of Area of BKK 4 BKK 5 17 13

15 12

They were obtained by stratified random sampling. The sample size was determined based on Krejcie and Morgan’s Table of Sample size.

Area of total BKK 6 16 13

108 86

SURVEY RESULTS • MEN = 39.44% WOMEN = 60.56 % • MOST OF THEM 25-35 YEARS OLD • BACHELOR DEGREE • TEACHING IN PRIMARY SCHOOL (GRAD1- 3) • ALL OF SAMPLE USED TO BE ASSIGNED TO TEACH STUDENTS WITH SPECIAL NEEDS

TEACHER’S NEEDS content 1. learning management for learners with learning disability(LD), learners with mental retardation(MR), and autistic learners 2. research methodology in special education 3. learning management for learners with physical and health impairment

Percentage of the needs 39.57 39.57 33.49

2.DEVELOPMENT AND VERIFICATION

PROCESS OF DEVELOPMENT

Content analyzing

Setting -Concept & Objective of main unit and sub unit -Activities and Media -Method of measurement and evaluation - period of time for learning

Verification

Try out

DISTANCE TRAINING PACKAGE

•THE DISTANCE TRAINING DOCUMENT •THE MANUAL FOR USING THE DISTANCE TRAINING PACKAGE

DISTANCE TRAINING DOCUMENT • DIRECTIONS FOR STUDYING THE DTP • STRUCTURE OF CONTENT • CONCEPTS

• OBJECTIVES • THE TRAINING CONTENT COMPRISED OF TWO PARTS,

PART 1: LEARNING MANAGEMENT FOR LSN PART 2: CONDUCTING RESEARCH FOR DEVELOPMENT OF LSN • EACH CONTENT PART IS FOLLOWED BY POST-STUDY ACTIVITIES.

THE MANUAL FOR USING THE DTP • DESCRIPTION OF THE DTP • OBJECTIVES

• DIRECTIONS FOR USING THE DTP • TIME SCHEDULE FOR USING THE DTP

• EVALUATION

PARTICIPANTS FOR VERIFICATION AND STUDY THE EFFECTS OF USING DTP

The 1st verification The 2nd verification The 3th verification 3

6

Chaiyong Bhrammawong’s Verification. (1978).

30

Effect of DTP 22

RESULTS OF EFFICIENCY VERIFICATION OF THE DTP

Part During using DTP After using DTP efficiency of DTP

1st verification (n = 3)E1/E2 61.65 70 61.65/70

2nd verification 3rd verification (n = 6)E1/E2 (n = 30) E1/E2 79.00 79.50 80.00 81.35 79.00/80.00 79.50/81.35

Efficiency value is more or less than a maximum of 2.5 (Chaiyong Bhrammawong 1

PROCESS OF STUDY THE EFFECT OF USING DTP

•PRETEST •SELF STUDY (60 DAYS) •POSTTEST •DATA COLLECTION ABOUT TEACHERS’ OPINION

RESULTS OF USING DTP Test

N

Mean

SD

Pretest

22

12.73

0.88

posttest

22

16.27

0.62

* = higher at .05 level of statistical significance

t 1.7954*

TEACHER’S OPINION ON DTP mean

SD

Interpreting

5

0

highest

2. The content of each subject

4.95

0.21

highest

3. Printing, format, letter size and picture

4.90

0.29

highest

4. The proposed activities can be implemented.

4.90

0.29

highest

5. Benefits of Content

4.90

0.29

highest

6. The sequence of content 7. The appropriateness of the content Over all rating

4.59 4.54

0.50 0.74

highest highest

4.83

0.33

highest

list 1. the use of language being clear and easy to understand

OTHERS OPINION

1. ADD THE CONTENT ON CHARACTERISTICS AND BEHAVIORS OF EACH TYPE OF LEARNERS WITH SPECIAL NEEDS IN DOCUMENT.

2. SOME PICTURES IN THE ILLUSTRATION SHOULD BE ENLARGED 3. THE COVER AND SIZE OF THE DTP DOCUMENT SHOULD BE IMPROVED TO MAKE IT MORE DURABLE

SUGGESTION FOR USING DTP

• STUDY A TRAINING MANUAL THOROUGHLY AND UNDERSTAND. THEN FOLLOWED A STATEMENT THAT RECOMMENDED IN THE MANUAL STEP BY STEP. • DOING THE ACTIVITIES OF EACH EPISODE WHEN HAVING ENOUGH TIME TO DO FROM START TO FINISH.

Thank You