Journal of Science and Science Education (JSSE)

The Impact of the Concrete-Pictorial-Abstract (CPA) approach on the mathematical communication and conceptual understanding of decimals in Grade-6 students

2024-10-18T10:42:04+07:00

This research aimed to 1) compare the mathematical concepts of Grade 6 students before and after learning through the Concrete-Pictorial-Abstract (CPA) approach, 2) compare the mathematical communication and interpretation skills of Grade 6 students before and after learning through the CPA approach, and 3) study the relationship between mathematical concepts and mathematical communication and interpretation skills on the topic of decimals among Grade 6 students. The sample group consisted of 29 Grade 6 students from Lertpanya School, selected through cluster random-sampling with the classroom as the sampling unit. The research instruments included well-developed lesson plans with an overall appropriateness rating of 4.43 out of 5, a mathematical concepts assessment with a reliability coefficient of .842, and a mathematical communication and interpretation skills assessment with a reliability coefficient of .96. Data were analyzed using basic statistics and t-tests. The research findings revealed that 1) the mathematical concepts of Grade 6 students after learning were significantly higher than before learning at the .01 level of statistical significance, 2) the mathematical communication and interpretation skills of Grade 6 students after learning were significantly higher than before learning at the .01 level of statistical significance, and 3) there was a positive correlation between mathematical concepts and mathematical communication and interpretation skills on the topic of decimals among Grade 6 students (r = 0.709).

Developing Mathematical Problem-Solving Ability in Fractions Among Grade 5 Students Through Cooperative Learning Using TGT Technique and Bar Model

2025-03-11T09:33:52+07:00

This research aimed to 1) develop mathematical problem-solving ability in fractions among Grade 5 students using cooperative learning with TGT technique and Bar Model, benchmarked against a 70% criterion, and 2) compare students' mathematical problem-solving achievement before and after learning using cooperative learning with TGT technique and Bar Model. The sample consisted of 30 Grade 5 students from Bansiyaeksomdet School, selected through cluster sampling, during the first semester of the 2024 academic year. The research instruments comprised four instructional management plans, an open-ended problem-solving ability assessment consisting of four items with a reliability coefficient of 0.83, and a multiple-choice academic achievement test consisting of 20 items with a reliability coefficient of 0.74. Data were analyzed using descriptive statistics, including mean, percentage, and standard deviation, as well as inferential statistics through a t-test. The findings revealed that 1) students' mathematical problem-solving ability in fractions after learning using cooperative learning with TGT technique and Bar Model was significantly higher than the 70% proficiency criterion at the .05 level, and 2) the students' post-test achievement in mathematical problem-solving was significantly higher than their pre-test scores at the .05 level. In conclusion, cooperative learning using the TGT technique combined with the Bar Model is an effective instructional method for enhancing both problem-solving skills and academic achievement. The use of the Bar Model enables students to clearly visualize the relationships within the problem data, thereby improving their analytical, planning, and problem-solving accuracy, while the TGT technique fosters group collaboration and unity, which are essential skills for learners.

Student-Constructed Low-Cost Experimental Kits for Enhancing Inquiry-Based Learning in High School Fluid Dynamics

2024-11-20T08:58:43+07:00

This research aimed to evaluate the quality of a fluid dynamics experimental kit developed by students, focusing on two primary aspects (1) validation and reliability of the experimental kit and (2) quality assessment by experts, teachers, and high school students. Data collection was conducted through ten repeated trials across five experimental setups, along with qualitative analysis from assessment forms. The findings indicate high validity and reliability of the kit, with results consistently aligning with theoretical principles. Additionally, experts, teachers, and students rated the kit’s quality as “very good” across four dimensions, physical characteristics, usability, maintenance and repair, and suitability for instructional purposes.

The effects of physics learning using flipped classroom and chatbot applications approach on physics 5 learning achievement and satisfactions for grade 12 students

2025-01-13T09:39:38+07:00

This research aims to 1) compare the pre-test and post-test physics learning achievement of students using flipped classroom and chatbot applications, 2) compare the post-test achievement of these students to those using traditional instruction, and 3) assess student satisfaction with learning physics using these innovative methods. The samples of this research were two classes of 12th-grade students in the first semester, academic year 2024, divided into two groups: a control group of 40 students and an experimental group of 40 students using cluster random sampling. The data were analyzed using dependent-sample t-test, independent t-test and one sample t-test. The results showed that (1) the post-test of learning achievement is higher than the pre-test at the .05 statistical level, (2) the post-test of the physics learning achievement using chatbot applications with the flipped classroom is higher than the normal earning at the .05 statistical level, and (3) the overall satisfaction of learning physics using chatbot applications with flipped classrooms was at the highest level and higher than 4.51 at the .05 statistical level.

Development of Learning Activities by Polya’s method with Think-Pair-Share Technique to Promote Problem Solving Abilities for Grade 7 Students

2024-11-15T09:51:52+07:00

The purposes of this study were: (1) to develop learning activities on linear equations with one variable in mathematics using Polya’s method with Think-Pair-Share technique to promote problem solving abilities to meet the efficiency criterion of 75/75, (2) to find the Effectiveness Index of learning through linear equations with one variable in mathematics using Polya’s method with Think-Pair-Share technique to promote problem solving abilities, and (3) to compare the mathematical achievement and problem-solving ability of students who after learning through on linear equations with one variable in mathematics using Polya’s method with Think-Pair-Share technique to promote problem solving abilities to 75 percent of criteria. The participants in this study were eighteen students who studied in Grade 7 at Dongnoiwittaya School in the second semester. However, they were selected by using cluster random sampling. The research instruments were (1) mathematics learning activities on linear equations with one variable in mathematics using Polya’s method with Think-Pair-Share technique to promote problem solving abilities plan, (2) the learning achievement test, and (3) the mathematical problem-solving ability test. The statistics for data analysis are percentage, mean, and standard deviation. Moreover, to examine the hypothesis by using a Hotelling’s T2. The results of the study were as follows: (1) the lesson plans for the organization of mathematics learning activities using Polya’s method with Think-Pair-Share technique was 83.23 /80.19, respectively, (2) the effectiveness index of plans for organizing mathematics learning activities of Polya’s method with Think-Pair-Share technique was 0.6871, indicating that the student’s scores increased by 68.71 percent, respectively, and (3) mathematical achievement of students who studied cooperative learning using Polya’s method with Think-Pair-Share technique meet the specified criteria at .05 level of significance and mathematical problem-solving ability of student technique meet the specified criteria at .05 level of significance.

Geometric thinking and mathematical understanding on the topic of geometric transformations of Mathayomsuksa 2 Students using GeoGebra software

2025-01-13T09:57:43+07:00

This research aimed to 1)compare the geometric thinking on geometric transformations of Mathayomsuksa 2 students who received instruction using GeoGebra with a criterion of 75%, 2) compare the mathematical understanding of geometric transformations of Mathayomsuksa 2 students who received instruction using GeoGebra with a criterion of 75%, and 3) examine the attitudes of Mathayomsuksa 2 students after learning through GeoGebra. The sample used in this research consisted of 156 Mathayomsuksa 2 students from Anukoolnaree School, Kalasin Province, selected through simple random sampling. The research instruments included: Lesson plans on geometric transformations 12 lesson plans Geometric thinking and mathematical understanding tests Student attitude questionnaire Data were analyzed using basic statistical methods, including: Mean (X̄), Standard deviation (S.D.), Percentage and t-test for one sample. The research findings revealed that the Geometric thinking of Mathayomsuksa 2 students who received instruction using GeoGebra was 81.33%, which was significantly higher than the 75% criterion at the .01 level. Additionally, students demonstrated geometric thinking at all levels above the 75% criterion, with statistical significance at the .01 level. The mathematical understanding of students who learned using GeoGebra was 82.81%, which was significantly higher than the 75% criterion at the .01 level, aligning with the research hypothesis. When analyzed by specific aspects, it was found that students had the highest level of mathematical understanding at the action level (84.78%), followed by the process level (83.33%), the cognitive structure level (82.85%), and the object level (80.29%), respectively. Students' attitudes were at the highest level overall (X̄ = 4.72, S.D. = 0.51).

Empirical Comparison of Root-Finding Algorithms between Classical Methods and Hybrid Method

2025-01-25T11:06:26+07:00

This research presents a novel method derived from combination of traditional techniques, namely the Bisection method, False position method and Edmond-Halley’s method, to enhance the efficiency of root finding algorithms. The research also compares the performance of this traditional methods with the new hybrid method by coding in Python. The results show that the new method demonstrates superior efficiency than the classical methods. Furthermore, a classe’s structure based on the strategy design pattern was developed for code implementation, facilitating systematic coding and improving maintainability and scalability of the algorithms.

Pest Insect Classification from Photographic Images Using Pre-Trained Deep Learning Models: A Case Study in Ubon Ratchathani Province

2025-01-13T09:53:45+07:00

This research aims to compare the performance of pre-trained deep learning models, namely MobileNetV2, ResNet50, and VGG19, with traditional machine learning algorithms, including Random Forest, Support Vector Machine (SVM), and Logistic Regression (LR), in classifying images of 10 pest insect species that impact key economic crops in Ubon Ratchathani Province. A dataset consisting of 4,875 images was utilized for this study. The research methodology involved feature extraction using pre-trained deep learning models, followed by training traditional algorithms with the extracted features. The experiments were conducted under a supervised learning framework, with parameter settings kept constant to ensure fair comparisons. The results showed that feature extraction with MobileNetV2 combined with Logistic Regression achieved the best performance, yielding the highest accuracy of 0.898 and an F1-Score of 0.869. This study highlights the potential of integrating deep learning techniques with traditional algorithms as an effective approach for improving classification tasks. Such integration can play a pivotal role in enhancing agricultural sustainability and efficiency in the future.

Digital Learning: GeoGebra Digital Tools for Mathematics Education

2024-12-12T12:59:25+07:00

Technology plays an important role in both everyday life and education, particularly in facilitating online learning. Digital learning uses digital technology to creates dynamic, flexible learning environments that encourage interaction between students and teachers as well as amongst students. This method places a strong emphasis on problem-solving techniques, critical thinking skill development, and cooperative learning. To successfully incorporate technology into learning experiences that are in line with pedagogy and content, educators should utilize the TPACK framework. GeoGebra is a recognized digital tool for teaching mathematics that improves teaching and learning methods in the digital era. GeoGebra, which is appropriate for students of all ages, promotes conceptual comprehension and mathematical thinking abilities by allowing experimentation and inquiry. Additionally, the use of GeoGebra encourages self-directed learning, aligning with the demands of 21^st- century education.