ผลของการใช้แนวการสอนแนะให้รู้คิดในการจัดกิจกรรมการเรียนรู้คณิตศาสตร์ทสีส่มีต่อความสามารถในการแก้ปัญหาคณิตศาสตร์และเจตคติต่อวิชาคณิตศาสตร์ของนักเรียนมัธยมศึกษาปีที่ 2 / ชัยวัฒน์ อุ้ยปาอาจ = Effects of using cognitively guided instruction approach in organizing mathematics learning activities on mathematics problem solving ability and attitudes towards mathematics of eighth grade students / Chaiwat Auipa-arch
The purposes of the research were 1) to study mathematics problem solving ability of eighth grade students being organized mathematics activities by using cognitively guided instruction approach, 2) to compare mathematics problem solving abilities of eighth grade students between group being organized mathematics activities by using cognitively guided instruction approach and by conventional method, 3) to study attitudes towards mathematics of eighth grade students before and after learning by using cognitively guided instruction approach and conventional method. The population of this research were eighth grade students in Suphanburi Education Service Area Office 2, Office of The Basic Education Commission, Ministry of Education. The subjects were 109 eighth grade students in academic year 2008 in U-Thong School. They were divided into two groups, one experimental group with 55 students and one controlled group with 54 students. Students in experimental group were organized mathematics activities by using cognitively guided instruction approach and those in control group were organized mathematics activities by using conventional method. The experimental instruments were lesson plans using cognitively guided instruction approach and lesson plans using conventional method. The research instrument were mathematics problem solving test with reliability of 0.77 and the attitude toward mathematics test with reliability of 0.93. The data were analyzed by arithmetic mean, mean of percentage, standard deviation, and t-test. The results of the study revealed that: 1) Mathematics problem solving ability of eighth grade students being organized mathematics activities by using cognitively guided instruction approach were higher than minimum criteria of 50 percent. 2) Mathematics problem solving ability of eighth grade students being organized mathematics activities by using cognitively guided instruction approach were higher than those being organized mathematics activities by conventional method at significance level of .05. 3) Attitudes towards mathematics of eighth grade students before and after learning by using cognitively guided instruction approach were not different at significance level of .05