The comparison of mathematical achievement and the ability in mathematical communication and presentation on Statistic for Mattayomsuksa 3 students between STAD and tradition at learning activities approach

Abstract

This research aims to 1) develop a STAD learning management plan for Mathayom Suksa 3 for efficiency in accordance with the 75/75 criteria. 2) Finding the Index of Effectiveness of the STAD Learning Management Plan for Mathayom Suksa 3. 3) Compare academic achievement and ability to interpret and present mathematics. Between STAD learning and normal learning management. 4) Studying the learning persistence of students studying with STAD learning management on statistics for secondary school year 3. The sample group used in this research was Mathayomsuksa 3 students at Bueng Kan School. Mueang Bueng Kan District Bueng Kan Province, Semester 2, Academic Year 2017, 88 students from 2 rooms. Which was obtained from the Cluster Random Sampling as follows: The experimental group was taught mathematics using a plan and studied with a STAD learning arrangement. The control group was taught mathematics using a plan and learned with a normal learning arrangement. The research instruments were 18 STAD Learning Management Plans 18 Normal Learning Management Plans. Achievement test It is a test with 4 choices of 30 questions. The 10 questionnaires of the ability to interpret and present arithmetic were assessed: percentage, mean, standard deviation, and hypothesis testing using Hotelling T².

       The results of the research are as follows: 1) STAD learning management plan on Mathayomsuksa III statistics that the researcher created Effective (E₁/E₂) equals 78.05 / 76.67.  2) The effectiveness of STAD learning management plan on Mathayomsuksa 3 statistics is 0.6460 or 64.60%.  3) Mathayomsuksa 3 students who study by learning management. Knowing STAD with academic achievement The ability to communicate interpretations and mathematical presentations on statistics is higher than the students learning by normal learning management. 4) Students who received STAD learning activities had no difference in achievement after 2 weeks of study and after studying after 2 weeks. Show that students are durable in learning. Therefore should encourage and support teachers to use this learning method continuously.