Development of Learning Achievement, Critical Thinking Abilities, and Satisfactions with Mathematics Learning Entitled Parabola, of Mathayomsuksa 3 Students between Different Setting content and Regular Learning Management.

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นิรันรัตน์ สูงพล
สมนึก ภัททิยธนี
มะลิวัลย์ ถุนาพรรณ์

Abstract

A successful mathematics learning required several factors especially
teaching style and technique that depended on a teacher to particularly select
one to practice in classes by taking into consideration of needs and individual
differences of each student. Teacher had to teach appropriately in order to
encourage students to understand clearly and stimulate their learning process.
This research aimed to were to develop the learning plan of mathematics learning
substance group entitled parabola, of matthayomsuksa 3 students between
Different Setting content and Regular Learning Management with a required
criterion of 75/75, to study the effectiveness index the learning plan of
mathematics learning substance entitled parabola, of matthayomsuksa 3 students
between Different Setting content and Regular Learning Management. to compare
mathematics learning achievement entitled Parabola, and Critical Thinking Abilities
of Matthayomsuksa, 3 students between between Different Setting content and
Regular Learning Management, to study satisfaction between Different Setting
content and Regular Learning Management. The sample of 54 matthayomseksa 3
students from 2 classes were studying in the 1st semester, academic year 2013 at
Nongthongsrisamranwitthaya School, Vonghin District, Srisaket Province, selected
by the purposive sampling technique. They were assigned to one control group
and one experimental group. Research instruments in this study were lesson
plans, achievement test, Analytical thinking abilities test and satisfaction survey.
The lesson plans were prepared in two different styles, consisting of 16 plans each
style, and teaching one plan per an hour. The frist lesson plan arranging lesson in
a conventional style was used with the control group. The second lesson plan
arranging in a new format was used with the experimental group, the group
students attended the class as assigned by the teacher. An achievement assessment
was in a five – choice selection answer of 30 items with discrimination power (B)
ranged between .20 and .84 and a total reliability (Lovett) value of .92. An Analytical
Thinking Abilities assessment was in a five – choice selection answer of 30 items
with difficulties (p) ranged between .20 and .80 discriminating power ranged
between .20 and .53, and a total reliability (KR-20) valve of .84. The rating scale
on satisfaction consisted of 20 items with discrimination power (Item Total
Correlation) with statistical significance of .05 ranged between .39 and .80, and a
total reliability value of .944. The Statistics used for analyses of data were mean
and standaed deviation ; and Hotelling,-T2 were employed for testing hypotheses.
The results are as following ;
1. The efficiencies of the learning plan of mathematics learning
substance group Entitled parabola, of Matthayomsuksa 3 Students, between
Different Setting content and Regular Learning Management were 80.22/81.92 and
76.61/76.07 respectively, which met with the of criterion 75/75.
2. The effectiveness indices of the learning plan of mathematics
learning substance group Entitled parabola, of mathematics between Different
Setting content and Regular Learning Management were to 0.5299 and 0.3929
showing students in progressed their learning at 52.99% and 39.29%, respectively.
3. The students who learned using Different Setting content had
higher Learning Achievement entitled Parabola of Matthayomsuksa 3 Students and
more Critical Thinking Abilities than those who learned using Regular Learning
Management of activities at the .05 level of significance.
4. Students who learned using Different Setting content of activities
hed satisfaction with teaching x  4.19

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