eality and the Expected Performance Concerning the Instructional Management as Perceived by Students of Physical Education Institute, Yala Campus

Abstract

The purposes of this research were to 1) compare reality and the expected performance concerning the instructional management as perceived by students as a whole and as the varied classification by students' faculty, 2) compare reality performance concerning instructional management among students varied faculties, 3) compare the expected performance concerning instructional management among students' varied faculties in fields of curriculums, instructors, teaching aids, assessments and evaluations, and constructions with equipments.

The research instrument was a survey questionnaire. The questionnaire was administered to students about reality and the expected performance concerning instructional management. The rating scales of five levels had been used to get the students opinions. The samples consisted of two-level students, that is, 233 students of the first and third year in 2005 academic year. The statistics used for data analysis were frequency, percentage, means, standard deviation, t-test and one way ANOVA.

The findings were that 1) reality and expected performance from the students' opinion was significantly different at 0.05 in every aspects. By the way, the expected performance was in the higher-level mean than in the reality performance, 2) by the faculty classification, the reality performance from opinions of the students in Educational Faculty, Sports Science and Health Faculty, and Art Faculty was in the high-level mean on content and teaching activities, instructors, assessments and evaluations, teaching aids, and constructions with equipments, respectively, 3) the expected performance from Educational Faculty's had a high-level mean on constructions with equipments, instructors, teaching aids, assessments and evaluations, and content and teaching activities, respectively. In the other hand, the expected performance from Sports Science and Health Faculty's had a high-level mean on assessments and evaluations, instructors, teaching aids, content and teaching activities, and constructions with equipments, respectively. In another indicating, the expected

performance from Art Faculty had a high-level mean on assessments and evaluations, instructors, constructions with equipment, teaching aids, and content and teaching activities, respectively.

The comparison of reality and the expected performance of three faculties showed that the whole opinion upon reality and students expected performance concerning the instructional management for each item was not different. But by the mean of the total expectation which was in the high level was higher than that the mean of total reality which was in an average level