Developing Mathematical Problem Solving Skills Regarding Prisms and Cylindrical using the STAD Collaborative Group Learning Model for Mathayom Two Students at Nong Kung Sri Wittayakarn School

Abstract

This research consists purposes were 1. to compare the academic performance before and after learning among second-year high school students who received instruction on fractions and geometry using the Student Teams-Achievement Divisions (STAD) cooperative learning model, with a predefined criterion 2. to develop a learning plan using the STAD cooperative learning model on fractions and geometry for second-year high school students to achieve a proficiency criterion of 75/75 3. to compare the mathematical problem-solving skills before and after learning using the STAD cooperative learning model on fractions and geometry for second-year high school students and 4. to investigate the satisfaction level towards the STAD cooperative learning model on fractions and geometry among second-year high school students. This quantitative research utilized various research tools, including the STAD cooperative learning model on fractions and geometry, a test measuring academic performance in mathematics, and a satisfaction questionnaire. The participants were randomly selected using cluster random sampling from second-year students at Nongkung Siri Vitthayakarn School, Kalasin province, under the jurisdiction of Educational Service Area Office 24, Academic Year 2566, totaling 32 students from Class 2/1. Statistical analysis included mean, standard deviation, independent t-test, dependent t-test, and content analysis. The research findings revealed that 1) the academic performance of students in fractions and geometry after learning with the STAD cooperative learning model was significantly higher (x̅= 15.53, S.D. = 2.01) compared to before learning (x̅= 4.66, S.D. = 2.10) at a significance level of .05 2) the learning plan using the STAD cooperative learning model on fractions and geometry for second-year students was effective, with a proficiency level of 87.08/77.66, meeting the predefined criterion 3) the mathematical problem-solving skills of second-year students after learning using the STAD cooperative learning model on fractions and geometry were significantly higher compared to before learning at a significance level of .05 and 4) there was a high level of satisfaction (x̅= 4.44, S.D. = 0.15) among second-year students towards the STAD cooperative learning model on fractions and geometry at Nongkung Siri Vitthayakarn School.