การพัฒนาการทดสอบวินิจฉัยทางการเรียนกลุ่มสาระการเรียนรู้คณิตศาสตร์ เรื่อง ความรู้เบื้องต้นเกี่ยวกับจำนวนจริง สำหรับนักเรียนชั้นมัธยมศึกษาปีที่ 2 ที่ดำเนินการทดสอบด้วยคอมพิวเตอร์

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วิทยา บุราณ
สมบัติ ท้ายเรือคํา
มนตรี ทองมูล

Abstract

The purpost of this research is to improve mathematics achievement is the Basic
knowledge about the real number for Mathayomsueksa 2 Students to analyze the Classical Test
Theory and Diagnostic groups and learning about learning mathematics in Learning Basic
knowledge about the real number For Mathayomsueksa 2 Students testing by computer.The
sample of this study comprise from 570 Mathayomsueksa 2 students two semester year 2012 from
21 schools. Obtained using the multi-stage random sampling technique. The instrument used in
the study was 1) test to investigate defects. To test the proposition is to show students how to
think and explain why or resolution. They are built by 4 completion of 20 items. 2) The diagnostic
first test of 4 choice. They are built by 4 completion of 20 items. 3) Second test for the diagnostic
of 4 choice. They are built by 4 completion of 15 items. Which the diagnostic first test and second
test to determine the quality of the test. The difficulty. The discrimination. Reliability and the
standard error of measurement. 4) The diagnostic tests that are performed by the computer of 4
choice. They are built by 4 completion of 10 items. The statistic employed to analyze the
quantitative data is Percent , Mean and Standard Deviation.
The findings revealed the following :
1. The findings of Development a Diagnostic Test of group learning mathematics in
Learning Basic knowledge about the real number For Mathayomsueksa 2 to analyze the test
quality of Classical Test Theory. Result is the diagnostic test performed by a computer of 4 choice.
They are built by 4 completion of 10 items. The first is a rational number.The second is an
irrational number.The third is square root and the fourth is cube root. By quality analysis test to
explore the learning deficiencies. The diagnostic first tests and second test. Prior to selecting a
quality test of the second test in the computer program.
1.1 The content validity test to investigate and the Learning Diagnostic first test
showing congruence indices ranging 0.60 - 1.00
1.2 The difficulty of diagnostic first tests and second test of 4 completion in term
of the difficulty ranging 0.50 - 0.75
1.3 The discrimination of diagnostic first tests and second test of 4 completion in
term of discriminative powers ranging 0.28 - 0.59
1.4 The reliability of the Learning Diagnostic first test of 4 completion in terms of
the reliability were 0.73, 0.66, 0.70, 0.71 and Learning Diagnostic second test of 4 completion in
terms of the reliability were 0.60, 0.54, 0.54 and 0.54.
1.5 The standard error of measurement of the Learning Diagnostic first test of 4
completion were 2.03, 2.04, 2.07, 2.11 and Learning Diagnostic second test of 4 completion were
2.46, 2.49, 2.63 and 2.60.
2. Study the behavior of defects in the mathematics test about Introduction to real
numbers. The results of the study are as follows.
Found that students do not understand the definition of rational most rational
number of 143 persons at 95.33 percent.
Found that students do not understand the definition of irrational most irrational
number of 146 persons at 97.33 percent.
Found that students do not understand the thought process of solving the
problem most square root of 148 persons at 98.67 percent.
Found that students do not understand the thought process of solving the
problem most cube root of 148 persons at 98.67 percent.
3. The findings of Evaluation of the Learning diagnostic programs of mathematics
teachers that can be used in learning management level mostly a blur that is effective on many
levels. The mean was 4.16 and a standard deviation equal to 0.57 and the sample of this study
mostly a blur that is effective on many levels. The mean was 4.12 and a standard deviation equal
to 0.43

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