A Comparison of Mathematics Learning Achievement in Numerical Addition and Subtraction Problem Solving for Numbers Less Than One Hundred Thousand for Primary School Grade 3 Students Between Using Bar Model Technique and IPST Technique

Abstract

          The purposes of this research were : 1) to compare mathematics learning achievement in numerical addition and subtraction problem solving for numbers less than one hundred thousand for primary school grade 3 students both previous and after treating by Bar Model technique, 2) to compare mathematics learning achievement in numerical addition and subtraction problem solving for numbers less than one hundred thousand for primary school grade 3 students both previous and after treating by IPST technique, and 3) to compare mathematics learning achievement in numerical addition and subtraction problem solving for numbers less than one hundred thousand for primary school grade 3 students between a group treated by Bar Model technique and a group treated by IPST technique. The sample was selected by purposive sampling of students who studied in primary school grade 3, the second semester of academic year 2021 at Anuban Bannongkhla School, Chanthaburi. They were divided into two groups; 30 students of Bar Model technique group and 30 students of IPST technique group.The research instruments were                           1) the lesson plan based on Bar Model technique which had an average of 4.68 and appropriateness at the highest level, 2) the lesson plan based on IPST technique which had an average of 4.68 and appropriateness at the highest level, and 3) mathematics learning achievement had reliability at 0.71. The data were analyzed by mean, standard deviation and t-test.

            The results of this research were as follows: 1) primary school grade 3 students who were treated by Bar Model technique had post learning achievement higher than previous treatment with statistical significance at the .05 level, 2) primary school grade 3 students who were treated by IPST technique had post learning achievement higher than previous treatment with statistical significance at the .05 level, and 3) primary school grade 3 students who were treated by Bar Model technique and IPST technique had learning achievement after treating with statistical significance at the .05 level.