ผลการจัดกิจกรรมการเรียนรู้แบบการสอนแนะให้รู้คิด (CGI) ที่มีผลต่อผลสัมฤทธิ์ทางการเรียน และความสามารถในการให้เหตุผลทางคณิตศาสตร์ เรื่อง ความสัมพันธ์ระหว่างรูปเรขาคณิตสองมิติและสามมิติ ของนักเรียนชั้นมัธยมศึกษาปีที่ 1

Abstract

The purposes of this research were 1) to compare mathematical learning achievement on relations between two-dimensional and three-dimensional geometric figure of mathayomsuksa I students after learning cognitively guided instruction with the criterion of 70 percent, and 2) to compare mathematical reasoning ability on relations between two-dimensional and three - dimensional geometric figures of mathayomsuksa I students after learning cognitively guided instruction with the criterion of 70 percent. The subject were 10 mathayomsuksa I in the second semester of the academic year 2015 students at Watpasakae School. Research instruments were twelve lesson plans of cognitively guided instruction, mathematical learning achievement test that the difficulty index of the mathematical learning achievement test was in between 0.39-0.72, the discrimination Index was in between 0.22-0.56 and the last one is the reliability index was 0.83 and mathematical reasoning ability test that the difficulty index of the academic achievement test was in between 0.29-0.37, the discrimination Index was in between 0.20-0.28 and the last one is the reliability index was 0.95. The data were analyzed by mean, standard deviation and the data comparison with the 70 percent criterion.
               The results of the study were as follow
               1. The mathematical learning achievement on relations between two-dimensional and three-dimensional geometric figure of mathayomsuksa I students after learning cognitively guided instruction higher than the 70 percent criterion.
               2. The mathematical reasoning ability on relations between two-dimensional and three-dimensional geometric figure of mathayomsuksa I students after learning cognitively guided instruction higher than the 70 percent criterion.