ผลของการจัดกิจกรรมการเรียนการสอนตามรูปแบบแวนฮีลี่ที่มีต่อระดับความคิดทางเรขาคณิตของนักเรียนชั้นมัธยมศึกษาปีที่ 2 / กุลยา เหมวัสดุกิจ = Effects of organizing teaching and learning activities based on Van Hiele model on levels of geometric thought of mathayom suksa two students / Kulaya Heamwatsadugit
The purposes of the research were to study levels of geometric thought of mathayom suksa two students being taught by organizing teaching and learning activities based on van Hiele model. The subjects were 98 of mathayom suksa two students of Satrisamutprakan School in the second semester of academic year 2002. They were taught by organizing teaching and learning activities based on van Hiele model. The experimental materials constructed by the reseacher were lesson plans based on van Hiele model in parallel lines and similarity. The research instrument was the test of geometric thought levels with the reliability of 0.7642. The data were analyzed by frequency and percentage. The results of the study revealed that : 1. After being taught by organizing teaching and learning activities based on van Hiele model, the number of students with stabilised levels of geometric thought was at the most. Next, were the numbers of students with one-level increase and two-level increase respectively. When classified by mathematics achievements, it was revealed that: 1.1 The number of students in high group with stabilised levels of geometric thought was at the most. Next, were the numbers of students with two-level increase and one-level increase respectively. 1.2 The number of students in medium and low groups with stabilised levels of geometric thought was at the most. Next, were the numbers of students with one-level increase and two-level increase respectively. 2. After being taught by organizing teaching and learning activities based on van Hiele model, the number of students who had geometric thoughts at first, third and fourth levels increased while at zero and second levels decreased. The number of students who had geometric thoughts at fourth level increased at the most while at zero level decreased at the most. When classified by mathematics achievements, it was revealed that: 2.1 The number of students in high group with fourth level of geometric thoughts increased at the most while that with second level of geometric thoughts decreased at the most. 2.2 The number of students in medium group with fourth level of geometric thoughts increased at the most while that with zero level of geometric thoughts decreased at the most. 2.3 The number of students in low group with first level of geometric thoughts increased at the most while that with zero level of geometric thoughts decreased at the most.