เผยแพร่บทคัดย่อภาษาอังกฤษ
Topic The Development of UPFAE Model Learning Management to Promote Mathematics Problem Solving Ability in Matthayom 1 Students
Researcher Pimphat Klaysuwan
School Baan Klong Pasi School, Muang Kantang Municipality, Trang Province
Year 2021
Abstract
The objectives of this study are 1) to explore the basic information in the development of learning management using UPFAE Model to promote mathematics problem solving ability in Matthayom 1 students; 2) to develop learning management using UPFAE Model to promote mathematics problem solving ability in Matthayom 1 students; 3) to explore the result of learning management UPFAE Model to promote mathematics problem solving ability in Matthayom 1 students; and 4) to evaluate the students’ satisfaction in learning management UPFAE Model to promote mathematics problem solving ability in Matthayom 1 students. The sample group of the study are from the cluster random sampling with classroom as the random unit, 20 students in Matthayom 1/2, semester 2, 2021 academic year, in Baan Klong Pasi Municipality School, Muang Kantang Municipality, Trang Province. The instruments employed in the study are UPFAE Model used in promoting mathematics problem solving ability in Matthayom 1 students, 9 plans, 19 hours; 30 items of multiple choices test for learning achievement assessment with KR 20 at 0.86; mathematics problem solving ability assessment with reliability at 0.82; and student satisfaction evaluation forms with reliability (α) at 0.93. The statistic used in data analysis are percentage, mean, standard deviation and T – test dependent sample; together with the content analysis.
The results of the study reveal that:
Most of students lack of ability in mathematics problem solving; teachers do not have learning materials or leaning management scheme which promote the students critical thinking and problem solving; as a result, the skill of the students in mathematics problem solving are low. Besides, the teachers are not fluent in the subject matter as they do not hold the degree in mathematics; the classroom atmosphere does not motivate the students to learn mathematics; some of the students are not good at reading and understanding the problems; and the schools shorts of budget to buy quality learning materials.
The teachers reflect that the learning management scheme that promotes mathematics problem solving ability among the students is needed, especially for Matthayom 1 students who mostly struggle in mathematics problem solving.
The learning management scheme consists of 5 parts including 1) Principle; 2) Objective; 3) Subject matter; 4) Learning management process which are 4.1 Understanding the problem (U); 4.2 Planning (P); 4.3 Find an answer (F); 4.4 Apply (A); and 4.5 Evaluation (E); and 5) Assessment and Evaluation.
The efficiency of using UPFAE Model learning management to promote mathematics problem solving ability among Matthayom 1 students is 82.13/ 81.26; corresponding with the criteria 80/80.
The learning achievement of the students after engaging the classes using UPFAE Model are higher than before engaging the classes at the significance level of 0.01.
The students are satisfied with the classes using UPFAE Model at the highest level (x̄ =4.52 S.D.= 0.36).
Researcher Pimphat Klaysuwan
School Baan Klong Pasi School, Muang Kantang Municipality, Trang Province
Year 2021
Abstract
The objectives of this study are 1) to explore the basic information in the development of learning management using UPFAE Model to promote mathematics problem solving ability in Matthayom 1 students; 2) to develop learning management using UPFAE Model to promote mathematics problem solving ability in Matthayom 1 students; 3) to explore the result of learning management UPFAE Model to promote mathematics problem solving ability in Matthayom 1 students; and 4) to evaluate the students’ satisfaction in learning management UPFAE Model to promote mathematics problem solving ability in Matthayom 1 students. The sample group of the study are from the cluster random sampling with classroom as the random unit, 20 students in Matthayom 1/2, semester 2, 2021 academic year, in Baan Klong Pasi Municipality School, Muang Kantang Municipality, Trang Province. The instruments employed in the study are UPFAE Model used in promoting mathematics problem solving ability in Matthayom 1 students, 9 plans, 19 hours; 30 items of multiple choices test for learning achievement assessment with KR 20 at 0.86; mathematics problem solving ability assessment with reliability at 0.82; and student satisfaction evaluation forms with reliability (α) at 0.93. The statistic used in data analysis are percentage, mean, standard deviation and T – test dependent sample; together with the content analysis.
The results of the study reveal that:
Most of students lack of ability in mathematics problem solving; teachers do not have learning materials or leaning management scheme which promote the students critical thinking and problem solving; as a result, the skill of the students in mathematics problem solving are low. Besides, the teachers are not fluent in the subject matter as they do not hold the degree in mathematics; the classroom atmosphere does not motivate the students to learn mathematics; some of the students are not good at reading and understanding the problems; and the schools shorts of budget to buy quality learning materials.
The teachers reflect that the learning management scheme that promotes mathematics problem solving ability among the students is needed, especially for Matthayom 1 students who mostly struggle in mathematics problem solving.
The learning management scheme consists of 5 parts including 1) Principle; 2) Objective; 3) Subject matter; 4) Learning management process which are 4.1 Understanding the problem (U); 4.2 Planning (P); 4.3 Find an answer (F); 4.4 Apply (A); and 4.5 Evaluation (E); and 5) Assessment and Evaluation.
The efficiency of using UPFAE Model learning management to promote mathematics problem solving ability among Matthayom 1 students is 82.13/ 81.26; corresponding with the criteria 80/80.
The learning achievement of the students after engaging the classes using UPFAE Model are higher than before engaging the classes at the significance level of 0.01.
The students are satisfied with the classes using UPFAE Model at the highest level (x̄ =4.52 S.D.= 0.36).