Comparisons Achievement of Mathematics a single linear equations Analytical Thinking, and communication , meaningfulling way mathematics, of Matthayomsuksa 1 Students Between Cycle Model K-W-D-L Learning Method, and the Conventional Approach

Abstract

Arranging effective mathematics learning activities must depend on various and
appropriate teaching techniques and methods for the students in the belief that every student has
his own abilities to learn and to improve themselves. It is the duty of the schools to manage
learning process based on skill practice of thinking process, performance, knowledge application,
and situation encounter using different learning activities. Many different learning processes can
help students increase learning achievement. This study aims to compare Achievement of
Mathematics a single linear equations Analytical Thinking, and communication, meaningfulling way
mathematics, of Matthayomsuksa 1 Students Between Cycle Model K-W-D-L Learning Method,
and the Conventional Approach. The sample used consisted of 62 Matthayomsuksa 1 students
from 2 classrooms attending Saesabowe School, Pusing District, Sisaset Province in the second
semester of the academic year 2011, These students were assigned to 2 experimental groups: the
first group learned using K-W-D-L teaching technique and the second group learned using normal
teaching technique. The instruments used in the study were: 1) lesson plans based on K-W-D-L
teaching technique suitability of 4.75 and normal teaching technique suitability of 4.65 ; 2) 30
items of mathematics achievement test with discriminating powers ranging 0.20-1.00 and a
reliability of 0.850 ; 3) 20 items of communication with the difficulty values ranging 0.27-0.49,
discriminating powers ranging .20-.53 and a reliability of 0.875 ; and 4) 20 items of meaningfulling
way mathematics with the difficulty values ranging 0.31-0.60, discriminating powers ranging .27-.67
and a reliability of 0.915 The collected data were analyzed by the uses of percentage, mean
standard deviation, and the Pearson product moment correlation (rxy), dependent samples (t-test)
and Hotelling’s T2 were employed for tasting hypotheses.
The results of the study were as follows:
1. The students taught using K-W-D-L teaching techniques had Higher compare
Achievement of Mathematics a single linear equations Analytical Thinking, and communication,
meaningfulling way mathematics than before learning at the .05 level of significance.
2. The students taught using Normal teaching techniques had Higher compare
Achievement of Mathematics a single linear equations Analytical Thinking, and communication,
meaningfulling way mathematics than before learning at the .05 level of significance.
3. The students taught using K-W-D-L teaching technique had higher Compare
Achievement of Mathematics a single linear equations Analytical Thinking, and communication,
meaningfulling way mathematics than the students taught using Normal teaching technique.
In conclusion, students who studied by using K-W-D-L teaching technique had higher
compare Achievement of Mathematics a single linear equations Analytical Thinking, and
communication, meaningfulling way mathematics than students who studied by using Normal
teaching technique.