ผลของการจัดกิจกรรมการเรียนรู้โดยใช้แนวคิดโมเดลเมธอดและการเรียนการสอนแบบแนะให้รู้คิดที่มีต่อความสามารถในการแก้ปัญหาทางคณิตศาสตร์ ของนักเรียนชั้นมัธยมศึกษาปีที่ 2

Abstract

             The purpose of this research was to study the mathematical problem solving ability of eighth grade students who were taught by using the model method and cognitively guided instruction which was composed of  1) comparing the mathematical problem solving ability of students who were taught by using the model method and cognitively guided instruction between, before and after being taught by considering the mathematical problem solving ability of the students for each aspects; and 2) studying the mathematical problem solving ability development of students who were taught by using the model method and cognitively guided instruction during three periods. The target group consisted of 24 eighth grade students of Sathapornwittaya School in the first semester of the 2015 academic year. They were taught using the model method and cognitively guided instruction. The instruments for data collection were a test for studying mathematical problem solving ability development, an interview form and mathematical problem solving tests. The experimental materials, which were constructed by the researcher, consisted of lesson plans using the model method and cognitively guided instruction. The data were analyzed by using arithmetic mean, standard deviation and t – test. The results of the research revealed that: 1) the mathematical problem solving ability of the students who were taught by using the model method and cognitively guided instruction was better than before the instruction at a significant level of .05. When comparing the mathematical problem solving ability of the students in each aspect, we found that the students had better mathematical problem solving ability after the instruction in all aspects at the significant level of .05.; and 2) the mathematical problem solving ability of the students studying with the model method and cognitively guided instruction gradually developed in all aspects, ranging from high to low as follows: problem formulation, problem solving, problem evaluation and problem understanding.