ผลการจัดการเรียนรู้โดยใช้วิธีการแบบเปิดบูรณาการแนวคิดห้องเรียนกลับด้านที่มีต่อการรู้เรื่องคณิตศาสตร์ของนักเรียนชั้นมัธยมศึกษาปีที่ 2 (Effects Of The Integrated Open–Approach Method And Flipped Classroom Concepts On Mathematical Literacy Among Eighth Grade Students)

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กฤตนุ วิเศษประสิทธิ์ (Krittanu Visesprasit) ชมนาด เชื้อสุวรรณทวี (Chommanad Cheausuwantavee)

Abstract

The purposes of this research were to (1) compare mathematical literacy of students before and after being taught by using open – approach method integrated with flipped classroom concepts, and (2) mathematical literacy of students of students after being taught by using open – approach method integrated with flipped classroom concepts with the 70% criterion.


The Subject of this study were 33 eighth grade students in the first semester of 2018 academic year from Mater Dei School by using cluster random sampling technique and used the class as sampling unit. Duration of research are pre-test for 1 period, taught students for 12 periods, and post-test for 1 period with 50 minutes in each period. The one – group pretest – posttest design was used for this study.


The instruments used in research were lesson plans by using open – approach method integrated with flipped classroom concepts on the applied of ratio and percentage and mathematical literacy test. The index of objective congruence are 0.67 – 1.00, the difficulty index are 0.31 – 0.78, the discriminant Index are 0.27 – 0.58, and the reliability is 0.76. The data were statistically analyzed by using mean, standard deviation, t-test for one sample, and t-test for dependence sample.


The research results revealed that 1. The mathematical literacy to overall, formulating and interpreting of students after being taught by using open – approach method integrated with flipped classroom concepts were statistically higher than before being taught at .01 level of significance. But the mathematical literacy to employing were statistically not higher than before being taught. 2. The mathematical literacy of students after being taught by using open – approach method integrated with flipped classroom concepts was statistically not higher than the 70% criterion.

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Humanities, Social Sciences, and Arts