The Development of Enrichment Curriculum using Metacognition and Context Base Learning to Enhance Mathematical Skills and Processes of Grade 11 Students

Abstract

The purposes of this study were to: 1) investigate basic information to develop for enrichment curriculum using metacognition and context base learning to enhance mathematical skills and processes of grade 11 students, 2) develop an enrichment curriculum, 3) compare mathematical skills and processes between before and after the experiment and after the experiment with 75% of the set criterion, 4) compare attitude towards mathematics between before and after the experiment. The curriculum development comprised 4 steps: 1) study basic data, 2) create a curriculum, 3) experiment in using the curriculum, and 4) improve the curriculum. The sample used in investigate basic information was 100 students, 20 teachers, and 5 professionals, with using questionnaires. The samples used in experiment were 20 students of Phangkhonwittayakhom School in the office of the secondary education service area 23 in the 1st semester of academic year 2017, who were selected by multi-stage sampling. The instrument used in the basic data collection was questionnaires. The instruments used in experiment were learning management plans, a test of skills and processes in mathematics, and a form for measuring attitude towards mathematics. Statistics used in data analysis were arithmetic mean, standard deviation, and t-test for dependent samples. The research findings were as follows: 1. The whole basic information to promote and develop for enrichment curriculum in their opinions: students, teachers, and professionals was at high level (=4.35) and as considered in part, it was found that measurement and evaluation was at highest level (=4.50), mathematical skills and processes was at high level (=4.47), and content and learning activity was at high level (=4.08), 2. The enrichment comprised 6 components: 1) theory and basic concepts, 2) principles, 3) objectives, 4) content, 5) learning activity, and 6) measurement and evaluation. The content comprised 3 units of learning with a total of 27 hours, namely: unit 1-set in everyday life situations; unit 2-trigonometry and trigonometric ratios in everyday life situations; unit 3-sequence and series in everyday life situations. The learning activity comprised 4 steps: step 1-determine the situation; step 2-the operation comprised 4 stages: orientation, organization, execution, and verification; step 3-learn important concepts; and step 4-apply in new situations. 3. The students had significantly higher skills and processes in mathematics after the treatment than those skills and processes before the treatment, and after the treatment with 75% as the set criterion, at the .01 level. 4. The students had significantly higher attitude towards mathematics after the treatment than that before the treatment at the .01 level.