Research-Based

งานวิจัย : การพัฒนารูปแบบการเรียนรู้คณิตศาสตร์ที่เน้น ลักษณะการคิดแบบวิจารณญาณและกระบวนการกลุ่ม สำหรับนักเรียนชั้นประถมศึกษาปีที่ 4
THE DEVELOPMENT OF MATHEMATICS INSTRUCTION MODEL WITH THE EMPHASIS ON CRITICAL THINKING AND GROUP PROCESS FOR PROTHOM SUKSA IV STUDENTS

โดย : ผู้ช่วยศาสตราจารย์สุดใจ ศรีจามร

บทคัดย่อ ภาษาอังกฤษ

The purpose of the study includes: 1) to develop Grade 4 Mathematics learning model emphasizing with the critical thinking and group process; 2) to compare between pre-test and post-test of Grade 4 students’ mathematics achievement; 3) to compare students’ critical thinking between before and after intervention.
Subjects were Grade 4 students from three schools in Muang, Khon Kaen province, first semester, academic year of 2005. Three schools purposive sampling include Khon Kaen Demonstration (Mor-dindaeng), Ban Non-mueng, and Ban Nong-Hin school. Mathematics content was multiple. Research instruments comprise of: 1) the 13 lesson plans emphasizing on critical thinking and group process; 2) an achievement test of multiple; 4) teaching reflection form; 5) observation form; and 6) questionnaire of students’ classroom reaction.
This study was experimental research. Research design was pretest – posttest control group. Data were analyzed through percentages and t-test. Students’ responses on questionnaire were computed into percentages. The t-test in SPSS/PC+ package was used for testing for existing of differences between pre-test and post-test at 0.01 level of statistical significance.
Findings:
1. Mathematics learning model emphasizing with the critical thinking and group process consists of four stages. These include: 1) stage of motivation and preparing students’ readiness; 2) stage of reflective thinking in small group of students; 3) stage of reflective thinking in large group of students, and 4) stage of evaluation – students did mathematics exercises and critical thinking exercises.
2. Students’ mathematics achievements significantly (p < 0.01) were different comparing between pre-test and post-test.
3. Students’ critical thinking skills classifications significantly (p < 0.01) were different comparing between pre-test and post-test.