การพัฒนาคู่มือการเรียนรู้คณิตศาสตร์โดยการเรียนรู้แบบสร้างสรรค์เป็นฐาน (CBL) ร่วมกับ Bar Model เพื่อส่งเสริมความคิดสร้างสรรค์ การแก้โจทย์ปัญหา และผลสัมฤทธิ์ทางการเรียน ของนักเรียนชั้นประถมศึกษาปีที่ 6

Abstract

The purposes of this research were: 1) to develop the mathematics learning manual using Creativity-Based Learning (CBL) and Bar Model for Prathomsuksa 6 students to meet the effectiveness index of at least 0.50, 2) to compare students’ creative thinking, 3) to compare students’ problem solving, 4) to compare students’ learning achievement gained before and after learning through the developed manual, and 5) to compare creative thinking, problem solving, and learning achievement of students with different emotional intelligence of high, moderate and low levels before and after the intervention. The sample group, obtained through cluster random sampling using a classroom as the sampling unit, consisted of 22 Prathomsuksa 6 students studying at Ban Khamnangoke School under Mukdahan Primary Educational Service Area Office. The research instruments were: 1) constructed mathematics learning manuals, 2) a creative thinking test, 3) a problem-solving test, 4) a learning achievement test, and 5) an emotional intelligence test. Statistics for data analysis comprised percentage, mean, standard deviation, t–test for Dependent Samples, One–Way ANOVA, One–Way MANCOVA, and One–Way ANCOVA. The study revealed that: 1. The developed mathematics learning manual using creativity-based learning (CBL) and Bar Model to enhance Prathomsuksa 6 students’ creative thinking, problem solving and learning achievement reached the effectiveness index of 0.39, 0.61, 0.59, respectively with a total mean score of 0.54, which was higher than the defined criteria of 0.50. 2. Students’ creative thinking after learning through the developed mathematics learning manual was higher than that of before at the .05 level of significance. 3. Students’ problem solving after learning through the developed mathematics learning manual was higher than that of before at the .05 level of significance. 4. Students’ learning achievement after learning through the developed mathematics learning manual was higher than that of before at the .05 level of significance. 5. Students with different emotional intelligence at high, moderate and low levels after the intervention reported different levels of creative thinking, problem solving, and learning achievement at the .05 level of significance.