A LEARING MAMAGEMENT WITH INTEGRATION OF GROUP LEARNING AND PROBLEM BASED LEARNING TO ENHANCE PROBLEM SOLVING ABILITY AND MATHEMATICS LEARNING ACHIEVEMENT OF UNDERGRADATE STUDENTS
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Abstract
The purposes of this research and development were 1) to develop a learning management with integration of group learning and problem-based learning to enhance problem solving ability and mathematics learning achievement of undergraduate students, and 2) to study the using results of the learning management with integration. The research was conducted in two parts. Phase 1, the development of the learning management. The samples were 376 students and 116 professors selected by stratified random sampling from public universities in region and Bangkok. Phase 2, the study of the results of using the learning management that developed by quasi-experimental research. The sample was King Mongkut's University of Technology Thonburi 1st year students in 2020, students consisted of experimental and control groups with 40 people per group that was selected by cluster sampling from ten groups. The mathematics learning achievement test and problem-solving ability test of pre- and post-learn to solve mathematical problems were the tools used in the research. The research instruments were made to have quality, consistency in the range of 0.8-1 and the confidence of the test were 0.96 and 0.84, respectively. The data was analyzed calculating mean, standard deviation, and Multivariate analysis of variance. The score of mathematics learning achievement and problem-solving ability before learn were the variant covariant of analysis.
The results of this research can be summarized as follows; 1) the developed learning management model was composed of principles, objectives, and instructional process consisted of the following six steps, (1) reviewing previous knowledge, (2) group management, (3) study the problem situation, (4) researching to expand knowledge, (5) reflect the solution, and (6) knowledge and evaluation summary. 2) The results showed that the group using the developed learning management model had higher learning achievement and math problem solving ability than the group using the original learning management model at the statistical significance level of .05.
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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความวารสารบัณฑิตศึกษา มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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