A Comparison of Learning Achievement in Mathematics on Probability of MatthayomSuksa 5 Students during Learning Activities according to Constructivist and STAD Cooperative Learning Technique

Abstract

           In learning management, teacher have to set the learning experiences that students could seek for and construct the knowledge themselves. Furthermore, they have to connect their prior knowledge and new experiences to process the work, and sharing knowledge with others for the retention of knowledge.
           The purposes of the research were to 1) develop learning activities on complex number instructed by constructivism theory satisfying the set efficiency standard of 80/80, 2) develop learning activities on complex number instructed by applications of STAD technique satisfying the set efficiency standard of 80/80, 3) compare student’s academic achievements prior to and after the study was completed, 4) determine the satisfaction levels of the students with learning activities as instructed on the basis of constructivism theory and STAD technique, and 5) study the retention of learning on complex number as instructed on the basis of constructivism theory and STAD technique. The subjects were Matthayom Sueksa 5 students in the first semester of the academic year 2022. The cluster random sampling method was used to select 2 classrooms. One classroom was a group using learning activities based on constructivism theory. The other classroom was a group using learning activities based on STAD technique.
          The research instruments consisted of lesson plans as based on constructivism and STAD technique, an academic achievement test, and a questionnaire eliciting to student satisfaction with the learning activities based on constructivism and STAD technique. Data analysis for the learning activities efficiency was determined using the percentage of mean scores during and after the study. The comparison of academic achievement was determined using Independent Samples t test. The satisfaction with learning activities was determined using mean and standard deviation.
           Findings are as follows:
           1. The learning activities on complex number instructed by constructivism satisfied the efficiency standard at 83.57/84.78 in consonance with criteria 80/80.
           2. The learning activities on complex number instructed by applications of STAD teaching technique satisfied the efficiency standard at 83.90/84.33 in consonance with criteria 80/80.
           3. The academic achievement in mathematics shown by 2 classroom samples was not differences at the statistically significant level of .05.
           4. Students’ satisfaction with learning activities based on constructivism and STAD was at high level.
           5. Students’ retention after the study by the learning activities based on constructivism was 67.89 percent. That was the retention of the learning was 16.89 percent which was consistent with the hypothesis. Likewise, students’ retention after the study by the learning activities based on STAD was 66.22 percent. That was the retention of the learning was 18.11 percent which was consistent with the hypothesis.