Considering problem-solving ability as an important qualification in the 21st century that could be developed by instructional methods that allow learners to construct their knowledge via questioning through cooperative learning activities, we conducted action research with the purpose of investigating the effectiveness of inquiry-based and cooperative learning on grade 10 students’ problem-solving ability and studying students’ satisfaction with inquiry-based and cooperative learning in developing their problem-solving ability. The participants were 7 grade 4 students in the Thai educational context. They were selected from a class of 20 students using the results of a placement test. The instruments were a learning management plan designed using the integration of inquiry-based learning and cooperative learning, a problem-solving ability evaluation form, and a satisfaction questionnaire. The data was analyzed using the statistics of percentage, mean score, and standard deviation. The result shows that the integration of the two methods was beneficial in improving the problem-solving skills of the majority of the participants. Participants were also satisfied with learning management throughout the semester it was implemented.
The purposes of the study were 1) to investigate the effectiveness of deductive learning management with online exercises on grade 10 students learning achievement of mathematical relations; and 2) to investigate students’ satisfaction with the learning management. The study was conducted in a one-group pretest-posttest design. The participants were 41 Thai grade 10 students learning mathematics. The cluster random sampling method was employed in the participant selection process. The instruments were a learning management plan designed in a deductive learning management, a learning achievement test, and a satisfaction questionnaire. The effectiveness of the deductive learning management on students’ learning achievement of mathematical relation was assessed by considering the participant’s performance while learning in the class and at the end of the class. The statistics used in the data analysis were percentages, mean scores, standard deviation, a paired t-test, and an effectiveness test (E1/E2) with the determining criteria of 75/75. The results of the study indicate that the deductive learning management plan with online exercises was capable of improving grade 10 students’ learning achievement of mathematical relations. Moreover, it also brought about a satisfying experience learning the concept. The study contributed to the area of mathematics education as it provided an example to support the use of the deductive learning management on learners with limited mathematic skills.
<span lang="EN-US">The research aimed at studying the effects of the teacher preparation for local development project on students’ self-conduct. It was also comparing the conduct of students who studied in different years. The sample group of 189 was selected through multi-stage random sampling technique. The research instruments comprised the questionnaire and interview regarding the effects of joining the teacher preparation for local development project on the conduct of students. The collected data was analyzed using descriptive statistics and testing the differences by Multivariate ANOVA (MANOVA). The findings of the research revealed that the students joining the teacher preparation for local development project had self-conduct in the areas of characteristics, relationship with community, and spatial identity at high level. The means were 3.88, 3.72, and 3.81, respectively. The fourth-year students performed self-conduct at higher level than the second years with a significance level of .01. The third- and second-year students conducted differently in the areas of their attributes only. For the third and fourth years, there was no difference in their self-conduct.</span>
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