การพัฒนารูปแบบการเรียนการสอนคณิตศาสตร์เพื่อส่งเสริมความสามารถในการคิดวิเคราะห์ และพัฒนาผลสัมฤทธิ์ทางการเรียนของนักเรียนชั้นมัธยมศึกษาปีที่ 1

Abstract

              The aims of this research were : 1) to develop and verify the efficiency of mathematics instructional model to enhance analytical thinking ability and learning achievement of Matthayomsuksa 1 students.    2) to study the effectiveness of mathematics instructional model to enhance analytical thinking ability and learning achievement of Matthayomsuksa 1 students. The samples were 44 Matthayomsuksa 1/2 students,  the first semester , academic year 2015 at Buakhao School, Kuchinarai District, Kalasin Province, selected through cluster random sampling. The research tools were mathematics instructional model to enhance analytical thinking ability and learning achievement of Matthayomsuksa 1 students, lesson plans, analytical thinking ability test, achievement test, and questionnaire. The data were analyzed by using percentage, mean, standard deviation, dependent t-test and content analysis.

              The results of the research were as follows :

                   1. The mathematics instructional model to enhance analytical thinking ability and learning achievement of Matthayomsuksa 1 students was examined by the specialists called RASPE Model with principles, objectives, syntax, measurement and evaluation, social system, principle of reaction, support system and instruction and nurturing effects. There were 5 steps of syntax as follows : 1. Review : R 2) Activities Learning : A with 4 small steps 2.1) specify issue to be analyzed and aims (2.2) analysis connections (2.3) specify principles (2.4) conclude the answer 3) Summary : S 4) Practice : P and 5) Evaluation : E. The efficiency of mathematics instructional model to enhance analytical thinking ability and learning achievement of Matthayomsuksa 1 students was 85.35/83.73 which was as higher than the criteria set of 80/80.

                   2. The results study the effectiveness of the developed instructional model found that the ability of students in analytical thinking of post-learning was significantly higher than pre-learning at the .01 level. The post-learning achievement was significantly higher than pre-learning at the .01. level. The satisfaction of students to the teaching by using mathematics instructional model to enhance analytical thinking ability and learning achievement of Matthayomsuksa 1 students, in general was in “the most level”.