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