Developing Grade 11 Students’ Learning Achievement in the Mathematics Topics of Sequence and Series through the 5E Learning Cycle Model.

Abstract

        The objectives of the present study were 1) to organize learning activities basing on 5E Learning Cycle Model for the development of grade 11 students’ learning achievement in the mathematics topics of Sequence and Series and 2) to study the students’ opinions on the learning activities as organized for them.  The sample group consisted of 40 grade 11 students who were randomly selected from Classroom No. 5/2 at Nongrua Wittaya School, under the Office of Secondary Education Service Area 25, during the second semester of the 2017 academic year.  Three types of research tools used in the study included 1) 15 lesson plans on the topics of Sequence and Series, 2) a 30-item test on Sequence and Series and 3) a questionnaire to elicit the students’ opinions on the learning activities based on the 5E Learning Cycle as organized for them.  The collected data were analyzed by means of percentage, mean, standard deviation and a t-test dependent sample. 

          The findings show that:

         1) The students’ pre-test and post-test learning achievement average scores were 16.53 and 24.20, respectively.  It is evident that the students’ post-test score was significantly higher than the pre-test score at the 0.5 level of significance.

         2) The students’ opinions towards the learning activities based on the 5E Learning Cycle Model on the topics of Sequence and Series, as a whole, are at the highest level of appropriate for learning

(  = 4.52).  Nevertheless, when the questions were scrutinized separately, it was found that there were 3 items that the students indicated as the most favorable ones.  These include 1) the learning activities basing on the 5E Learning Cycle Model had enabled them to work methodically and more carefully (  = 4.78), 2) the students would like the teachers to extend the 5E Learning Cycle Model to the organization of learning activities for other subject contents (  = 4.75), and 3) the learning activities as organized by the teachers allowed them an opportunity to learn and to do actual practice (  = 4.63).