A Comparison of Grade 6 Students’ Learning Achievement in Fractions Using STAD Cooperative Learning Technique and Educational Games
Keywords:
Educational Games, Fractions, Mathematics Achievement, STAD TechniqueAbstract
The purpose of this research was to 1) compare the mathematics learning achievement in fractions of Grade 6 students, using the cooperative learning model (STAD) integrated with educational games, with a predetermined criterion of 60%; 2) compare the students' learning achievement before and after the learning management, and 3) investigate the students’ satisfaction with the learning of fractions using the STAD model integrated with educational games. The research sample consisted of 32 Prathomsuksa 6 students at Tessaban 1 Kalasin Pittayasit School, selected through cluster random sampling. The research instruments included learning management plans, a mathematics achievement test, and a satisfaction questionnaire. The statistics employed for data analysis were mean (), percentage, standard deviation (S.D.), and t-test.
The findings revealed the following: 1) The post-test learning achievement had a mean score of 69.69%, was significantly higher than the 60% criterion at the statistical significance level of .05; 2) The post-test learning achievement was significantly higher than the pre-test learning achievement, at the statistical significance level of .05; 3) The students' satisfaction with the learning activities was at a high level.
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