การวิจัยปฏิบัติการในชั้นเรียน เรื่อง การวิเคราะห์ข้อมูลและความน่าจะเป็น โดยใช้รูปแบบการสอนตามแนวคิดแบบคอนสตรัคติวิสต์ ร่วมกับกระบวนการสอนการแก้ปัญหา สำหรับนักเรียนระดับมัธยมศึกษาตอนต้น

บทคัดย่อ

The purposes of this research were to: 1) develop a model for mathematics learning activities based on a constructivist teaching model integrated with a problem-solving teaching method on the topic of data analysis and probability for lower secondary school students, 2) examine student mathematics learning achievement, 3) explore student abilities to solve mathematical problems, and 4) examine student attitudes toward learning mathematics.  This research employed action research comprising three spirals: 1) basic knowledge on data analysis and probability, 2) probability, and 3) data analysis. Each spiral consisted of four steps: plan, act, observe, and reflect. The target samples were 33 lower secondary school students who voluntarily participated in school club activity period in the academic year 2018 at Chonburi "Sukkhabot" School, Mueang Chonburi District, Chonburi Province. The research tools for data collection were nine lesson plans of a constructivist teaching model based on a constructivist teaching model integrated with a problem-solving teaching method, a learning achievement test, a test of mathematical problem-solving ability, and an attitude test toward learning mathematics.

The results revealed that the developed teaching model had an efficiency of 70.51/69.70 in the first spiral whilst the second and third spiral achieved efficiencies higher than the set criteria of 70/70, which were 83.60/79.29 and 80.88/81.57 respectively. For students’ learning achievement, the effectiveness index equaled 0.69, which was greater than the criteria of 0.5. For the student abilities to solve mathematical problems, the effectiveness index of the first to the third spiral were 0.69, 0.76 and 0.79 respectively, which were greater than the criteria of 0.5. The student attitudes toward mathematics learning in the first to third spiral were 2.77, 3.01 and 3.16 respectively, which were higher than 2.50 points and could be defined as a quite high level.