A Study of Learning Achievement and Mathematical Skills and Processes of Grade 6 Students Using Cognitively Guided Instruction and Badham’s Questioning Techniques

Abstract

This research was aimed to 1) compare grade 6 students’ learning achievement using cognitively guided instruction and Badham’s questioning techniques between before and after learning and the 70 percent criterion 2) compare grade 6 students’ mathematical skill and process before and after learning management.  compare grade 6 students’ mathematical skill and process after learning management using cognitively guided instruction and Badham’s questioning techniques  after learning and the 70 percent criterion. The sample group for this research was 13 students of grade 6 students in the 2^nd semester, academic year of 2020 at Wadkoksranoi school. The sample was selected using a cluster random sampling. The research instruments consisted of lesson plans with the appropriate value of 4.67, the achievement test with the IOC of 0.67-1.00 and the reliability of 0.96 and the mathematical skill and a process measurement with the IOC of 1.00 and the reliability of 0.83  The data were statistically analyzed by the Kolmogorov-Smirnov test, percentage, mean, standard deviation of items and independent t-test. The research findings showed that 1) learning achievement of students on a learning unit after higher than before learning and higher than 70% criterion at 0.05 level 2) Mathematical skill and process after learning management was significantly higher than the designated criterion of 70 percent at the .05 level.