Evaluation of Academic Performance in Secondary Schools Using the CIPP MODEL: A Case Study in Beng District, Oudomxay Province

Abstract

This study aims to: 1) Evaluate academic performance in terms of environmental context, input factors, process, and outcomes using the CIPP Model in comprehensive secondary schools in Beng District, Oudomxay Province. 2) Compare the assessment results across the four domains of academic performance in these schools. The target population consisted of 68 secondary school teachers, including 26 female teachers. The research employed a questionnaire as the primary data collection tool to assess the implementation of academic performance. The data analysis utilized statistical methods, including mean, standard deviation, and t-test analysis. The findings revealed that the overall academic performance assessment in the comprehensive secondary schools in Beng District was at a high level (X = 4.43, S.D = 0.29). Among the four domains, the development process received the highest evaluation (X = 4.57, S.D = 0.32), followed by outcomes (X = 4.45, S.D = 0.35), environmental context (X = 4.40, S.D = 0.36), and input factors (X = 4.29, S.D = 0.36). The comparison of academic performance evaluations across the two schools showed no significant difference at the 0.05 significance level. These results highlight the importance of applying the CIPP Model in evaluating academic management, as it enables systematic, holistic, and transparent administration. Implementing this model can lead to sustainable school development, which directly impacts the quality of education and the future of students.