การเปรียบเทียบผลของการให้งานในวิชาคณิตศาสตร์เป็นรายครั้งกับรวมยอด ที่มีต่อนักเรียนชั้นประถมศึกษาปีที่สี่ โรงเรียนดาราคาม / ปรารถนา นาชัยสิทธิ์ = A comparison of the effects of after-class and after-unit mathematics assignments on prathom suksa four students, Darakam School / Prathana Nachaisit
Purposes The purposes of this study were as follows : 1) To compare the mathematics achievement and attitude of Prathom Suksa Four Students between the after-class assignment group and the after-unit assignment group. 2) To study the interaction effects of the level of ability and types of assignments toward the achievement score of the students. Hypotheses 1. The mathematics achievement of the after-class assignment group was significantly higher than the after-unit assignment group. 2. There is no significant difference between the mathematics achievement scores of students of different ability towards types of assignments. 3. The students' attitude toward mathematics in both groups were significant differences. Procedures Four units of teaching multiplication and division and two tests were constructed to be used in this study. The first test concerned the mathematics achievement which consisted of 20 items multiple-choice. The internal consistency reliability coefficient of the test was 0.75, while the second one involved the mathematics attitude test which consisted of 20 items in rating-scale. The internal consistency reliability coefficient of the test was 0.788. Subjects of the study were 80 Prathom Suksa Four Students of Darakam School, academic Year 1979. The subjects were divided into two groups; 39 students in controlled group were given after-class mathe¬matics assignments and 41 students in experimental group were given after-unit mathematics assignments. After five weeks teaching, the students' achievements and attitudes were determined by two tests mentioned above. Two-way analysis of variance was used to test the three hypotheses. Results 1. Two types of assignments given to students of different levels of ability shows the significant differences while the group which received the after-unit assignment achieved significantly higher scores than the after-class assignment group at the level of. .05. 2. No significant differences were found between the students' attitude toward mathematics in both groups at the level of .05.