OPINIONS ABOUT MATHEMATIC PROBLEM-SOLVING TEACHING AND EXPECTATIONS ABOUT STUDENT LEARNING OUTCOMES EXPRESSED BY PRIMARY 6 TEACHERS IN SCHOOLS UNDER NONTHABURI EDUCATION AREA DISTRICT OFFICES 1 AND 2
Keywords:
Mathematic Problem-solving Teaching, ExpectationAbstract
This research aimed to: 1) investigate opinions about mathematic problem-solving teaching and expectations about student learning outcomes expressed by primary 6 teachers in schools under Nonthaburi Education Area District Offices 1 and 2, 2) compare teachers’ opinions and expectations, and 3) classify and compare teachers based on their opinions and expectations. The population included 2,332 teachers from 85 schools and 80 samples were selected by using cluster sampling. The response rate was 24.24 percent. The research instrument was a questionnaire on teachers’ opinions and expectations. The statistics for data analysis were frequency, mean, standard deviation, MANOVA, ANOVA, LSD, and K-means cluster.
The findings were as follows: 1) The teachers’ opinions towards mathematic problem-solving teaching were at a high level in all aspects in which the highest aspect was teaching techniques while the lowest aspect was teachers. Regarding their expectations on student outcomes learning with mathematic problem-solving teaching, it was found at a high level. 2) The difference in gender, age, educational level, and discipline had no difference in all aspects at the statistical significance level of .05. When considering each aspect, it was found that different discipline (teachers with a degree in mathematics and teachers without a degree in mathematics) had different opinions towards mathematic problem-solving teaching in the aspect of school policy at the statistical significance level of .05. Moreover, different age of the respondents had different expectations on students who were taught by using mathematic problem-solving at the statistical significance level of .05, and. 3) The classification of teachers based on their opinions was divided into three groups indicating that the high scoring group had higher average of opinions in all aspects and in overall on mathematic problem-solving teaching and students’ expectations on the teaching method than the other two groups while the medium scoring group had higher average of opinions in all aspects and in overall on mathematic problem-solving teaching and students’ expectations than the low scoring group.
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