The Development of Mathematical Communication and Interpretation Skills Through Using Jigsaw IV Technique in Online Cooperative Learning on Data Presentation Unit for Grade 5 Students

Abstract

           The purposes of this research were to: 1) compare mathematical communication and interpretation skills of Grade 5 students between pre- and post-learning on Data Presentation unit using Jigsaw IV technique in online cooperative learning, 2) compare mathematical communication and interpretation skills of Grade 5 students between post-learning with the 60 percent criteria and 3) synthesize the approaches of Jigsaw IV technique in online cooperative learning by using action research method. The target group of this research was 13 Grade 5 students from Chumchonnikhom 7 School in the academic year 2022, selective from purposive sampling. The research instruments included: lesson plans, a test on mathematical communication and interpretation skills, a student behavior observation form, a teacher reflection form and a student interview form. The quantitative data were analyzed using frequency, percentage, mean, standard deviation and T-test, and the qualitative data were analyzed using content analysis method.

The results found that:

        1)  The comparison of the students’ mathematical communication and interpretation skills on Data Presentation between pre- and post-learning showed that the average score of post-learning (= 16.62) was higher than pre-learning (= 2.38) with statistical significance at the .01 level.

        2)  The comparison of the students’ mathematical communication and interpretation skills between post-learning average score and the criteria score showed that the students had average score of post-learning (83.10 percent) higher than the criteria (60 percent) with statistical significance at the .01 level. 

        3)  The results of synthesis of Jigsaw IV technique in online cooperative learning showed that there were four elements including: 1) classroom organization, which was an online classroom,  2) important media materials were mobile phones or online connected devices, online communication program and worksheet, 3) time spending was one hour per time, and 4) there were nine steps of learning activity management including: (1) introduction, (2) content preparation for the expert group, (3) joining the expert group, (4) doing the test by the expert group, (5) going back to the home group, (6) doing the test in the home group,  (7) verification process, (8) individual assessment,  and (9) repetitive teaching.