Competencies of Mattayomsueksa Mathematics Teachers as Perceived by the Students in the 4th Benchmark in Schools under the Offce of Udon Thani Educational Services Area Zone 1

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วรชพร ศรีไทย
มนตรี อนันตรักษ์
สุรชา อมรพันธุ์

Abstract

In mathematics learning and teaching, mathematics teachers should have adequate
teaching competencies which contributed to students having learning achievements as
targeted. This research aimed to study and compare competencies of the mathematics
teachers taught at the Mattayomsueksa level as perceived by the class interval 4 students
under the Offce of Udon Thani Educational Services Area Zone 1 in 4 aspects : namely,
knowledge ; skills ; characteristics, and relationship between teachers and students ;
classifed according to genders, class levels, school sizes and learning achievement.
Samples were 372 high school students from the schools under the Offce of Udon Thani
Educational Services Area Zone 1 who were studying in the academic year of 2007.
Research instrument was a questionnaire with discriminating powers ranging between
0.39-0.69, and a reliability of 0.76-0.84. Statistics used in data analyses were percentage,
mean, S.D. and One-way ANOVA
The results of the study were as follows :
1. The students classifed according to genders, classes, school sizes and learning
achievements agreed with the competencies of the mathematics teachers who were teaching
in the Mattayomsueksa level as a whole and in each aspect at a high level ; except for the
female students, the students in the middle-sized school, the students who had learning
achievements lower than 2.00 and 2.5-3.00, agreed with the aspect of the relationship
between teachers and students at a moderate level.


2. The students in the 4th benchmark with different genders, classes, school
sizes and learning achievements did not agree differenty with the competencies of
the mathematics teachers who were teaching at the high school level in the aspects of
knowledge and skills.
3. The students with different genders, and learning achievements agreed
with the competencies of the mathematics teachers taught at the high school level
in the aspect of characteristics differently at the .05 level of signifcance. The male
students showed opinions more than those female students and the students who
had learning achievements at 2.51-3.00 showed more than those who had learning
achievement lower than 2.00, 3.01-3.50 and 3.51-4.00.
4. The students with different genders agreed with the competencies of the
mathematics teachers taught at the high school level in the aspect of relationship between
teachers and students differently at the .05 level of signifcance, in favor of the female
students.
In conclusion, the students classifed according to genders, class levels, school sizes
and learning achievements agreed with the competencies of the mathematics
teachers taught at in the Mattayomsueksa level at a high level. Thus, the high school
mathematics teachers who taught at the Mattayomsueksa level should possess
knowledge and accuracy in mathematics content and know how to use questions
stimulating students’ logical thinking extending to creating new ideas. Teachers should
welcome students’ opinions and search for chances of professional advancement
by actively participating in training in order to increase knowledge.


 

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