Development of Remedial Teaching Model Based on Polya’s Concept for the Subject 23101 Basic Science.of MatayomSuksa 3 Thachana School Surat Thani

Abstract

The purposes of this research were 1) to developa model for the subject 23101 basic Science MatayomSuksa 3using the criteria E1 / E2 Tech  to a 80/80 cost-effectiveness (E.I.) and the coefficient of variation (C.V.); 2) to compare the achievement of students before, during and after the trial of the control group and the experimental group ; 3) to compare achievement between the control group and the experimental group; and 4) study the satisfaction of the students toward the model based on the Polya’s concept. The samples of this research were divided into two groups: a control group of 32 people and the experimental group of 31 students usingpurposive sampling. The study was carried out in 3 steps: Step 1 to develop a model, Step 2 to compare student achievement of control groups and experimental groups before and after using a model and remedial class, step 3 to compare student achievement of control groups and experimental groups after using a model and remedial class, and Step 4to study the satisfaction of students toward the model based on Polya’s concept. Data were analyzed by determining the effectiveness of training using 80/80 the effectiveness (E.I.) and the coefficient of variation (C.V), andusing mean (), standard deviation (S.D.), and t-test (t-test Independent for samples).

The results showed that the appropriateness of a developed model in 23101 Basic Science MatayomSuksa 3 based on Polya’s conceptwas at a high level. The model based on Poly concept included9 volumes namely: Vol 1 Problems of distance and displacement with 2 modules, Vol 2 Problem the net force problems with 1 module,Vol 3 Problems of speed and velocity with 2 modules, Vol 4 Training problems of friction with 1 modules, Vol 5 Problems in buoyancy with 1 module, Vol 6 Problems of the momentwith 1 module, Vol7 Problem and Training with 1 module, Vol 8 The initial power problems with 6 modules, and Vol 9 Problem in reading the resistor value with 1 module.The modelmet the efficiency criteria at the high level (80.39 /80.93) with effective coefficient at 0.859 and distributionat 11.36.

The study also illustrated that a comparison of students’ achievement pretest of the experimental group (=12.71) and control group (=11.59) differed significantly at .01 level. The average score of students’ achievement after remedial classes was higher (=18.94) than the previous (=11.59) at .01 level. The average score of students before andafter using a model and remedial classes was significantly higher (=22.97) than the previous(=12.71) at .01 level. The average score of students after using a model and remedial classes was significantly higher (=22.97) than the previous (=18.94) at .01 level. Students’ satisfaction towards the model was at a high level (=4.02).