การพัฒนากระบวนการเรียนการสอนโดยประยุกต์รูปแบบ 4 ขั้นตอนของสเติร์นเบิร์กเพื่อเสริมสร้างความสามารถในการแก้ปัญหาคณิตศาสตร์ของนักเรียนประถมศึกษาปีที่ 6 / นพเรศวร์ ธรรมศรัณยกุล = Development of an instructional process applying Sternberg’s four-step model to enhance mathematical problem-solving abilities of sixth grade students / Nopares Thammasaranyakul
The purposes of research were to 1) develop an instructional process applying Sternberg’s four- step model to enhance mathematical problem-solving abilities of sixth grade students and 2) evaluate the effectiveness of this developed instructional process by two means; the quality of the developed process was evaluated by experts, and its productivity was investigated by mean of implementing in classroom. Thirty seven students of sixth grade students at Bannaiwieng School, Phrae Province were selected as subjects of the 12 week experimental period. They were divided into two groups with 18 students in the experimental group and 19 students in the control group. The instrument was the mathematical problem-solving ability test with validity at 0.85, which was developed by applying Sternberg’s four-step model. Data were analyzed by using ANCOVA. The results of the research were as follows: 1. The developed instructional process was aimed to enhance problem-solving ability. The procedure was comprised of 4 instructional steps, i.e. 1) interacting to mathematics situations/problems, 2) analyzing solutions within group, 3) solving problems and giving feedback within and between groups, and 4) applying solution to new problems individually 2. The effectiveness of the developed process were as follows: 2.1 This developed process was qualified and approved by experts. 2.2 The effectiveness of this developed instructional process was examined by implementing in experimental and control group. The results were as follows: 2.2.1 The mathematical problem-solving abilities of students after learning from the developed instructional process was significantly higher than those of before at .05 level of significance. 2.2.2 The mathematical problem-solving abilities of students in the experimental group after learning from the developed instructional process was significantly higher than those of students in the control group at .05 level of significance.
