Development of Learning Activity Model for Mathematics to Enhance Academic Achievement, Computational Thinking Skills, and Attitudes toward the Integer Number System for Mathayom Suksa 1 students.
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Abstract
This research aimed to (1) investigate the current state and problems in mathematics teaching and learning, (2) construct and develop a learning activity model, (3) examine the effects of implementing the learning activity model, and (4) evaluate and validate the learning activity model. The sample consisted of 30 Mathayom Suksa 1 students from class 1/2 at MatayomNongkeit School who were enrolled in the first semester of the 2023 academic year. The sample was selected through cluster random sampling using a lottery method. The research instruments included (1) a survey questionnaire on learning management problems, (2) lesson plans, (3) computational thinking skills practice exercises, (4) an achievement test, (5) an attitude scale, and (6) an evaluation and validation form completed by experts. The statistical methods employed for data analysis were mean, standard deviation, percentage, and t-test. The research findings revealed that (1) the current state and problems in mathematics teaching and learning were at a moderate level, while teachers' opinions regarding the current state of learning management indicated that the desired level of practice was at the highest level, (2) the developed learning activity model for mathematics designed to enhance academic achievement, computational thinking skills, and attitudes toward the integer number system for Mathayom Suksa 1 students was named the PPPE Model, which comprised the following components: (1) principles, (2) objectives, (3) a four-stage teaching process consisting of preparation, presentation, practice, and evaluation, and (4) assessment procedures, (3) the implementation results of the learning activity model demonstrated that students' academic achievement and computational thinking skills after learning with the model were significantly higher than before learning at the .05 statistical significance level, and students' attitudes toward mathematics were at the highest level, and (4) the validation results by experts indicated that the learning activity model was assessed as highly appropriate.
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