Comparisons of Analytical Thinking , Mathematics Problem-Solving and Mathematics Achievement in Preliminary data analysis of Matthayomsueksa 5 Students with Cooperative Learning Together (LT) activities and Learning normal.

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นิภา พิศลืม
สมนึก ภัททิยธนี
มะลิวัลย์ ถุนาพรรณ์


Mathematics learning activities are not successful in the concurrent. Because
analytical thinking ability due to the students can not order their thinking, analyze and solve
the problem. Therefore, In the organization of mathematics learning activities, should find
the variable method of organization for emphasis on having learners practice their thinking
process skill and construct concept by themselves, understand how to think and work
ingroup. The purposes of this study were: to develop plans for organization of Mathematics
learning activities entitled “Preliminary data analysis” with a required efficiency of 75/75 , to
find out an effectiveness index of the plans for organization Learning Activities, to compares,
analytical thinking ability ,Mathematics Problem-Solving and learning achievement students
between organization of LT learning activities and organization of normal learning activities ,
and to satisfaction with learning together activities of LT. The sample consisted of 48
Matthayomsueksa 5 students attending Nongthumsrisumranwittaya School in Amphoe
Wanghin Changwat Sisaket, in the second semester of the academic year 2012, obtained
using the purposive sampling technique into 2 experimental groups, 24 students per each
group : LT learning activities and Normal learning activities. The organization of learning
activities in each group lasted 16 hours, and teaching one plan per an hour. The instruments
used in the study were, 16 plans for organization of learning Together (LT) activities and
Normal learning activities entitled “Preliminary data analysis”, a 40 – items 4-multiple choice
achievement test discrimination powers (B) ranging .22 to .72, and reliability (rcc) of 0.88, a 30
– items 4 - multiple choice an analytical thinking ability test difficulties (p) ranging .37 to .77,
discrimination powers (r) ranging .27 to .60, and reliability (KR-20) of 0.81, a 30 – items 4 -
multiple choice Mathematics Problem-Solving test discrimination powers (r) ranging .27 to
.67, and reliability (KR-20) of 0.84 and a 20-items 5-rating scale satisfaction for mathematics
learning with discrimination powers (rxy) ranging .45 to .79 and reliability (α )of 0.94, and The
statistic used for analyzing the collected data were percentage ,mean , and standard
deviation ; Hotelling T2 were employed for testing hypotheses
The results of the study were as follows:
1. The efficiency of LT learning activities and Normal learning activities Plans
were 84.23/ 81.77 and 83.30/ 76.98 respectively.
2. The effectiveness index of LT learning activities and Normal learning activities
plans were 0.6812 and 0.6176 respectively.
3. The students organized by the Learning Together cooperative (LT). the
analytical thinking, ability to solve mathematical problems. Achievement and higher learning
is than the normal learning. Statistically significant at the .05 level.
4. The students who have been cooperative learning activities together (LT)
were satisfied with the learning activity. The overall average level. Considering all the
students were satisfied with the learning environment, such as teachers, friends and the
atmosphere in the class. Levels in most other parts of the high level of satisfaction.
In conclusion, the LT group learning activities with the students to reinforce
learning. The higher achievement than traditional learning activities. And to develop the
ability to analytical thinking. mathematical problems solving. Teachers will have to teach
them how a cooperative LT.


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