A STUDY ON LEARNING ACHIEVEMENT RESULTING FROM ACTIVE LEARNING IN A LARGE CLASSROOM: A CASE STUDY ANALYZING THE COURSE 746-101 MATHEMATICS IN DAILY LIFE 2/2017

Abstract

The aim of this classroom research was to investigate whether studying and analyzing of the 123 active learning instructional model which is the active learning for large classroom based on thinking process skills with a ratio1:2:3 resulted in 1 hour for lecture, 2 hours for group activity and 3 hours for open house improve efficiently the mathematical critical thinking ability of students who enroll for a course: 746-101 Mathematics in Daily Life in General Education for the second semester in academic year 2017.

          In this research, analyzing with paired sample T-test revealed that post-test scores were higher than pre-test scores about 3.85 significantly. Based on analyzing with Pearson correlation coefficient, this gave that the relationship between O-NET scores for Mathematics and scores from the 123 active learning instructional model was positive significantly in the fair level, and the relationship between scores from the exams and activity scores was positive weakly and significantly. The model showed that the mean of exam scores was 43.28 that was higher than the point of intersection, 39 points, of standard score level by the Edel’s method, equaling 53.80 percent. The analysis of multivariate linear regression found that exam scores had a relationship with activity scores and O-NET scores for Mathematics and Thai significantly.

          Moreover, more than 37 percent of students agreed that the 123 active learning instructional model could improve them to use Mathematics to solve problems, work with group members, and encourage to be responsible, disciplined, and honest in the high level, and 39 percent of students had an agreement that the 123 active learning instructional model could help them to be self-confident for presenting their ideas in front of a large audience in the fair level.