Abstract
The general objective of this research was to study factors and causal relationships on the results of national test. Also, the research was conducted under three specific objectives: 1) to study causal relationships on the results of national test, 2) to create and investigate causal relationships on the results of national test, and 3) to develop excellence model in promoting the results of national test. Quantitative data were collected from 580 fourth-grade students in schools under the Office of the Basic Education Commission, Chaiyaphum Province. They were drawn using multistage sampling. Qualitative data were collected from 3 school administrators, 6 fourth-grade to sixth-grade teachers, and 6 fourth-grade students in schools under the Chaiyaphum Primary Education Service Area Office 2, using Stratified random sampling. The criterion of schools holding the results of national test higher than national level on the average in all learning strands for 6 consecutive years was employed in this research. Research instruments consisted of 30-item test, 14-item questionnaire, and 3 interview forms. Mplus Version 7.2 was applied to structural equation model and confirmatory factor analyses. The analyses revealed 3 main findings. 1) Positive relationships between observed variables were found, and all pairs of the variables showed statistical significance level of .01. This finding indicated that the relationships between the observed variables were adequate for the analyses. 2) Creation and investigation of the causal relationships demonstrated the model fits empirical data. Factors of direct and indirect effects consisted of creativity, reading literacy, and analytical thinking, showing their effects of 0.306, 0.194, and 0.095 respectively. Factors possessing only direct effects consisted of mathematical literacy and scientific literacy, showing their effects of 0.297 and 0.108, respectively. In addition, the coefficient of determination was 0.946. 3) Development of excellence model showed that the sample prescribed the principles for improving learning achievement as well as educational quality. Those principles included 3% increase in prescribed criteria of test results, performance guidelines according to the plan of learning achievement improvement, analyzing learners individually, providing several activities based on problems and needs of authentic development in accordance with the focal point of school and community environment. Key words: Causal relationships, national test, mixed method research, structural equation model, excellence model.  
Highlights
The Basic Education Core Curriculum B.E. 2551 (A.D.2008) has divided educational measurement and Educ
The sample was divided for 2 methods of research: (1) Quantitative research comprised 580 fourth-grade students of 2017 academic year in schools under the Office of the Basic Education Commission, Chaiyaphum Province drawn using stratified random sampling to gain data for validity check of structural equation model; (2) Qualitative research comprised 15 people divided into 3 groups (3 school administrators, 6 fourth-grade to sixthgrade teachers, and 6 fourth-grade students in schools under the Chaiyaphum Primary Education Service Area Office 2 using purposive sampling to gain data about effective instructional model)
The research was performed according to the following steps: 1. Review of literature, theories, and studies related to factors and causal relationships on the results of national test covering 5 aspect: analytical thinking, creativity, reading literacy, mathematical literacy, and scientific literacy was conducted to obtain important data for developing conceptual framework
Summary
The Basic Education Core Curriculum B.E. 2551 (A.D. 2008) has divided educational measurement and Educ. Evaluation into 4 levels: classroom, school, education service area, and national levels. The national level comprises 2 types of measurement and evaluation. Ordinary National Educational Test (O-NET), which is the national standard-based quality assessment for students, provided for the sixth-, ninth-, and twelfth-grade students. National Test (NT) provided for the third-grade students to examine the tendency of educational development and is used as a national indicator of educational quality (National Institute of Educational Testing Service, 2016). The students are tested covering 3 skills, that is literacy, numeracy, and reasoning abilities
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