Implementation of the Learning Management Model Based on Cognitive Development Theory to Enhance Mathematical Problem-Solving Ability for Prathomsuksa 6 Students

Autor/inn/en	Ninnuan, Kanjana; Wongsaphan, Montree
Titel	Implementation of the Learning Management Model Based on Cognitive Development Theory to Enhance Mathematical Problem-Solving Ability for Prathomsuksa 6 Students
Quelle	In: Journal of Educational Issues, 8 (2022) 2, S.58-71 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Learning Management Systems; Problem Solving; Achievement Tests; Mathematics Instruction; Mathematics Skills; Cognitive Development; Teaching Methods; Foreign Countries; Constructivism (Learning); Metacognition; Grade 6; Comparative Analysis; Outcomes of Education; Mathematics Achievement; Thailand + Suchen Sie Ihr Suchwort? Problemlösen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kognitive Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; School year 06; 6. Schuljahr; Schuljahr 06; Lernleistung; Schulerfolg; Mathmatics sikills; Mathematical ability
Abstract	This study investigates the implementation of the learning management model based on cognitive development theory to enhance mathematical problem-solving ability for Prathomsuksa 6 students. The sample group assigned by cluster random sampling was thirty Prathomsuksa 6 students of Chumchon Yot Kaeng Songkhro School. The research instruments consist of learning achievement tests and mathematical problem-solving ability tests (pre-test and post-test). The statistical analyses were percentage, mean, standard deviation, and t-test (dependent samples) was employed for testing hypothesis. The results showed that students' learning achievement after learning with the learning management model was significantly higher than before learning at a statistical level of 0.05. Also, the students had the mathematical problem-solving ability after learning significantly higher than before learning at a 0.05 level. When considering in each aspect, it was found that all of the mathematical problem-solving ability after learning was higher than before learning at a statistical level of 0.05, namely, 1) finding of the problem relationship; 2) writing of mathematical diagrams; 3) problem solving; and 4) traceability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01