A Study on The Effects of Akita’s Active Learning Management During The Coronavirus 2019 Pandemic on Academic Achievement, Mathematics Problem Solving Skills and Satisfaction of Matthayomsuksa 6 Students in Elementary Calculus Learning
Article Sidebar
Main Article Content
Abstract
The purposes of this research were to study academic achievement, mathematics problem solving skills and students' satisfaction after learning the introductory calculus with an Akita’s active learning management method in the situation of the epidemic of coronavirus disease 2019 by using experimental research. The samples were the 39 Science–Mathematics plan’s students which were selected by cluster random sampling. The research instruments consisted of 1) the learning management plan on introductory calculus that used Akita's active learning management in the situation of the epidemic of coronavirus disease 2019 in learning management which had an effectiveness index 0.7026; 2) the achievement test on introductory calculus with a confidence value 0.86; 3) the test to measure mathematics problem solving skills on elementary calculus with a confidence value 0.88; 4) the student satisfaction scale with the learning management of introductory calculus with a confidence value 0.84. The results showed that the students, who received the Akita’s active learning management in the epidemic situation of coronavirus disease 2019; 1) had the academic achievement higher than before learning elementary calculus 2) had gain scores more than 50 points 3) had math problems solving skills in elementary calculus since the multi structural level more over 60 percent of students and 4) had the satisfaction with learning about elementary calculus in the highest level with statistically significant at the .05 level. Akita’s active learning management can be used effectively in the epidemic situation of coronavirus disease 2019.
Article Details
References
International Infectious Disease Group. (2021). Coronavirus disease 2019 situation public health measures and problems in preventing and controlling diseases in travelers. [Online]. Retrieve March 20, 2021, from https://ddc.moph.go.th
Kenan Foundation Asia. (2020). The Impact of COVID-19 on Education. [Online]. Retrieve October 15, 2020, from https://www.kenan-asia.org/th/covid-19-education-impact/
Pakdeewirot, Cherdsak. (2013). The Effects of Organizing Active Learning in Mathematical Process Skills on Mathematical Problem Solving Ability, Critical Thinking Ability and Self–Confidence of Mathayomsuksa III Students. Master’s of Secondary Education Graduate School Srinakharinwirot University. (in Thai)
Pimbuspa, Supaporn. (2019). Development of Learning activities on Linear Variable Equations for Mathayomsuksa I by Applying the Akita’s Active Learning Management. Master’s of Mathematics Education Graduate School Ramkhamhaeng University. (in Thai)
Prasomsart, Nareerat. (2019). “The Effects of Mathematics Learning Management on Active Learning with Think-Pair-Share Technique Toward Mathematical Problem Solving Ability and Learning Achievement for Mathayomsuksa III Students”. MBU Education Journal 7(2): 495–508.
Sunthornwibul, Patcharaporn. (2018). The Concept of Creating Measurement Form with Digital Technology. Journal of Educational Measurement 35(97): 10–21.
Teaching and Evaluation Support Group. (2005). Measurement and Evaluation Based on Learning Standards According to Mathematics’s Basic Education Curriculum 2001. Bangkok: Office of Academic Affairs and Educational Standards.
Wei Bao. (2020). “COVID-19 and online teaching in higher education: A case study of Peking University”. Human Behavior and Emerging Technologies 2(2): 113–115.
Wilson, James W. (1971). Evaluation of Learning in Secondary School Mathematics in Handbook on Formative and Summative Evaluation of Student Learning. U.S.A: McGraw–Hill.
Wongsakuldee, Sirima. (2015). “The effects of Active Learning Activities on Mathematical Problem Solving and Reasoning Ability in Atatistics of Mathayomsuksa III Students”. Veridian E–Journal Silapakorn University (Humanities, Social Sciences and arts) 8(2): 1265–1281.