A STUDY OF LEARNING ACHIEVEMENT IN MATHEMATICAL PROBLEM-SOLVING SKILLS ON THE TOPIC OF RATIONAL NUMBERS AND EXPONENTS USING THE LEARNING MANAGEMENT BASED ON THE STAR STRATEGY TOGETHER WITH DIALOGUE CONCEPT FOR MATHAYOMSUKSA 1 STUDENTS

Abstract

The purposes of this research were to: 1) compare the students’ learning achievement before and after learning through the learning management based on the STAR strategy together with the dialogue concept; 2) compare the students’ mathematical problem-solving skills before and after the intervention; 3) examine the students’ dialogic characteristics; and 4) explore the students’ opinions with the developed learning management. The sample consisted of 34 Mathayomsuksa 1 students from Sarasas Witaed Burapha School in the first semester of the 2024 academic year, selected through cluster random sampling, with the classroom serving as the sampling unit. The research instruments were: 1) lesson plans, 2) a learning achievement test, 3) a mathematical problem-solving skills test, 4) a scale for assessing students’ dialogic characteristics, and 5) a set of questionnaires examining students’ opinions. The statistics used for data analysis included mean, standard deviation, and t–test for Dependent Samples.

 The results revealed as follows: 1) The students’ learning achievement after the intervention was higher than before at the .05 level of significance, 2) The students’ mathematical problem-solving skills after the intervention were higher than before at the .05 level of significance, 3) the students’ dialogic characteristics were at the highest level, and 4) The students’ opinions with the developed learning management were rated at the highest level of agreement.