The Development of Mathematics Conceptual Through the Concrete-Pictorial-Abstract (CPA) Learning Management and LEGO of the Primary 4 (Grade 4) Students
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Abstract
This research aimed to: 1) compare the Mathematics concept through the Concrete-
Pictorial-Abstract (CPA) learning management and LEGO of the Primary 4 (Grade 4) students with the criteria of 70% out of the full score, 2) compare the Mathematics concept before and after studying through the Concrete-Pictorial-Abstract (CPA) learning management and LEGO, and 3) study
the students’ satisfaction with studying through the Concrete-Pictorial-Abstract (CPA) learning
management and LEGO. The research sample was 1 class of 22 Primary 4 (Grade 4) students studying at Wat Sri Chula School, selected by cluster random sampling. The research instruments
consisted of 1) learning management plans of Mathematics using the Concrete-Pictorial-Abstract
(CPA) learning management and LEGO was IOC 0.80 - 1.00, 2) the Mathematics conceptual test was IOC 1.00, difficulty from 0.31 – 0.69 and discriminating power from 0.41 – 0.71 Reliability 0.93 and 3) a satisfaction questionnaire was IOC 0.80 – 1.00, Reliability 0.81. The data analysis statistics were mean standard deviations, one- t-test, and dependent samples t-test.
The research findings were as follows: 1) the Mathematics concept of the Primary 4 (Grade
4) students studying through the Concrete-Pictorial-Abstract (CPA) learning management and
LEGO were higher than the 70 percent criteria with statistical significance at the .05 level, 2) the
Mathematics concept of the Primary 4 (Grade 4) students after studying through the Concrete-
Pictorial-Abstract (CPA) learning management and LEGO were higher than those before learning
with statistical significance at the .05 level, and 3) students’ satisfaction with studying through the
Concrete-Pictorial-Abstract (CPA) learning management and LEGO were at a high level.
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