Comparisons of Learning Achievement Entitled the Applications in the Mathematics Learning Strand of Prathomsueksa 5 Students Between Organization of Learning Activities Using Problem-Based Learning and the Traditional Learning Approaches

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กุสุมา แสงมาศ
สมนึก ภัททิยธนี
มนตรี ทองมูล


Mathematics learning activities are not successful in the concurrent. Because
the most of teachers usually concentrate in using lecture approach more than other
ones to support the students use thinking and integrated knowledge to applied in real
practices. Mathematics learning strand to be efficient must rely on various learning
techniques and models, and must be emphasized the learner-centered learning. Each
educational institution must organize the learning process which emphasizes training
process skills in thinking, acting, and applying knowledge by organizing a variety of
activities and emphasizing students with different abilities to have collaborative
learning originate cooperation, responsibility and assistance to one another. Problembased learning was the way of really supporting the student to analyze and operate
the problems solving in each situation.The purposes of this research were16 plans for
organization of learning activities using problem-based learning and 16 plans for
organization of learning activities using approach,a 30-item 4-multiple choice achivment
test with discriminating power ranging 0.24-0.88 and reliability of 0.74, a 20-item 5-
rating-scale inventory on satisfaction with organization of learning activities using
problem-based learning with discriminating powers ranging 0.49-0.98 and reliability
0.82,and a 20-item 5-rating-scale inventory on satisfaction with learning activities using
approach with discriminating powers ranging 0.39-0.65 and reliability of 0.86. The
statistics used for analyzing the collected data were percentage,mean, and standard
deviation and HotellingT 2 were employed for testing hypotheses.
The results of the study were as follows:
1. The efficiency of problem-based learning activities and learning activities
using approach plans were 84.61/ 80.41 and 81.12/79.55 respectively.
2. The effectiveness index of problem-based learning activities and
learning activities using approach activities plans were 0.5207 and 0.6750 respectively.
3. The students who learned problem-based learning activities instruction
had a Higher achievement mean score than those taught using the conventional
instruction approach and satisfaction with learning as a whole at a high level without a


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