EFFECT OF LEARNING EXPERIENCE MANAGEMENT BY IMPLEMENTING MATH-3C LEARNING MODEL ON EXECUTIVE FUNCTION SKILLS OF KINDERGARTENERS

Abstract

This quasi-experimental research aimed to investigate the developmental trajectories of executive function skills in kindergarten students before, during, and after using MATH-3C learning model.  Thirty kindergarten 3 students studying at Burapha University Demonstration School in the second semester of academic year 2020 were selected using cluster random sampling. The research instruments were MATH-3C learning model, consisting of the 4 steps of experience management (i.e., Step 1: Preparation, Step 2: Planning and making decision, Step 3: Playing, and Step 4: Reflection) and an assessment form for executive function skills in kindergarten students. Data analyses were performed using the mean, standard deviation, percentage, and repeated-measures ANOVA.

   Results of the study showed that: 

1. The executive function skills of the kindergarten students were at a good level before and during the use of MATH-3C learning model in overall and individual aspects, while were at the very good level in all aspects after the experiment;
2. A repeated-measures ANOVA showed that the executive function skills of the kindergarten students after the experiment were significantly higher than those both measured before and during the experiment at the .05 level in overall and individual aspects. It was also found that the executive function skills during the experiment was significantly higher than those before the experiment at the .05 level in overall and individual aspects.