Comparisons of Learning Achievement in the Mathematics Learning Strand of Applications 6 Students Analytical Thinking Abilities and Responsibility toward Mathematics Learned by Conventional Approach Who Using with traditional teaching sequence and contents of the new groupings.

Abstract

An Organization of Mathematics learning activities to have efficiency must rely
on variety of learning techniques and models, and importantly, must use learnercentered learning Also, teachers must have techniques of alternating contents reasonably
and must organize learning-teaching activities to suit individual differences of the student.
This study aimed to compare learning outcome entitled Applications of Prathomasueksa
(grade) 6 Students Entitles Applications with Organization of of different grouping students
and Organization of different Contests The sample considted of 69 Prathomasuksa 6 students
from 3 classroom at Ban Chiangwae and Ban Seiab school under the office Udonthanee
educational sevive Area Zone 2 in the second semester of the academic year 2011,
obtained using the purposive sampling technique. The students were divided into 3
group : I control group of 18 students with traditional students grouping and learning
using traditional lesson plan ; and 2 expetimental group, In expetimental group 1,the
student were grouped as assigned by the teacher In expetimental group 2 the students
were grouped according to theit volunteering. Both of the expetimental group learned
using the readjusted lesson plans. Three types of the instrument used for collecting
data were 2 types of lesson plans. 16 plans each plantaught for 1 hour. type 1 was the
traditional lesson plans used for teaching the control group and type 2 was the readjusted lesson plans used for teaching both of the expetimental Groups. The other
instruments Achievement test entitled Applications for Prathomasuksa 6 with
analytical thinking Responsibility mathematics. with discriminating The atatistics
used for analyzing the collected data were mean standard deviation, F-test (One
– way MANOVA), Hotelling’s T2 and Univariate t-test
The results that the learning activities of students group learning method and the
conventional approach differently shored analytical thinking mathematics learning
achievement on application and Responsibility mathematics. learning at the .05 level
of signiticance
Inconclusion, the organization of mathematics learning activities which the
teacher used the methods of re-adjusting altemating content and having students join
the group as willingness could help develop mathematics learning and teaching to be
more Efficient. Therefore, mathematics teacher should be supported to implement this
method In learning and teaching at every class levee