A study of classroom interaction and mathematics learning achievement on multiplication and division of exponents by game-based learning of 7th grade students
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Abstract
The objectives of this research were 1) to study the classroom interaction of 7th grade students after game-based learning on multiplication and division of exponents, 2) to compare the mathematics learning achievement of 7th grade students after learning management on multiplication and division of exponents with a game-based learning compared to the criteria of 70 percent, and 3) to compare the mathematics learning achievement of 7th grade students before and after learning management on multiplication and division of exponents with a game-based learning. The sample group was Mathayomsuksa 1/7 students in Benchamatheputhit Phetchaburi School. The instruments for collecting data consist of game-based learning plan, mathematics achievement test, classroom interaction questionnaire, and classroom interaction observation form. Data were analyzed using t-dependent samples test. The research results were summarized as follows: 1) classroom interaction of 7th grade students after game-based learning was at very good level, 2) mathematics learning achievement of 7th grade students after learning management on multiplication and division of exponents with a game-based learning was 70% higher than the criteria at the 0.01 level of significance, and 3) mathematics learning achievement of 7th grade students on multiplication and division of exponents with a game-based learning after learning was higher than before learning at the 0.01 level of significance.
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