A Comparative Study of Mathematical Problem-Solving Skills Using Cooperative Learning with the Think-Pair-Share Technique and Cooperative Learning with the Group Investigation (GI) Technique Among Mathayomsuksa 1 students
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Abstract
The objective of this study was to 1) compare the mathematics problem-solving skills of students following instruction using the Think-Pair-Share technique and the Group Investigation technique, 2) examine the changes in mathematics problem-solving skills of Mathayomsuksa 1 students before and after instruction using the Think-Pair-Share technique, 3) examine the changes in mathematics problem-solving skills of Mathayomsuksa 1 students before and after instruction using the Group Investigation technique. 4) assess students’ satisfaction with learning through the Think-Pair-Share technique, and 5) assess students’ satisfaction with learning through the Group Investigation technique. The sample consisted of 80 Mathayomsuksa 1 students from Phothawatthanasenee School, selected through the cluster random sampling method. The research instruments included 1) lesson plans designed for the Think-Pair-Share technique, 2) lesson plans designed for the Group Investigation technique, 3) a mathematics problem-solving skills assessment, and 4) a student satisfaction questionnaire. Data were analyzed using descriptive statistics, including the mean and the standard deviation, along with inferential statistics through the t-test. The research findings revealed that 1) there was no statistically significant difference in mathematics problem-solving skills between the two groups after instruction at the 0.05 significance level, 2) students who received instruction through the Think-Pair-Share technique demonstrated a statistically significant improvement in mathematics problem-solving skills after instruction compared to before instruction at the 0.05 significance level, 3) students who received instruction through the Group Investigation technique also exhibited a statistically significant improvement in mathematics problem-solving skills after instruction compared to before instruction at the 0.05 significance level, 4) students reported a high level of satisfaction with learning through the Think-Pair-Share technique, and 5) students reported a high level of satisfaction with learning through the Group Investigation technique.
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