Development of Mathematical Thinking Ability and Learning Satisfaction through Angelo and Cross’s Classroom Assessment Techniques of Prathomsuksa 6 Students

Abstract

The purposes of this study were: 1) to study the mathematical thinking ability of Prathomsuksa six students at Tessaban Kaengkhro School before and after learning by using Angelo and Cross’s Classroom Assessment Techniques, 2) to compare the mathematical thinking ability of Prathomsuksa six students at Tessaban Kaengkhro School before and after learning by using Angelo and Cross’s Classroom Assessment Techniques, and 3) to study students’ learning satisfaction towards learning by using Angelo and Cross’s classroom assessment techniques in order to promote the mathematical thinking ability of Prathomsuksa six students at Tessaban Kaengkhro School. Samples were 29 Prathomsuksa six students in the first semester of academic year 2562 at Tessaban kaengkhro School, Kaengkhro district, Chaiyaphum province, selected by using cluster random sampling. Research instruments included six lesson plans (12 hours) and questionnaires, asking learning satisfaction towards mathematical learning. Data were analyzed by using Percentage, Mean, Standard Deviation (S.D), and T-Test. Results showed that: 1. the mathematical thinking ability of Prathomsuksa six students before learning via Angelo and Cross’s classroom assessment techniques was 10.36 scores or 34.54 %, S.D. = 4.50 and after learning via Angelo and Cross’s classroom assessment techniques was 16.07 scores or 53.56%, S.D. = 6.48. 2. the mathematical thinking ability of Prathomsuksa six students after learning via Angelo and Cross’s classroom assessment techniques was higher than before learning at the statistically significant difference of .05. 3. learning satisfaction of students towards learning via Angelo and Cross’s classroom assessment techniques in overall was at the much level (Mean= 4.48, S.D. =0.54). When examine in each aspect, students were much satisfied with teaching activities, and assessment and evaluation (Mean = 4.55. S.D. =0.50), contents (Mean = 4.48, S.D. = 0.54), and teachers (Mean = 4.35, S.D. = 0.62) respectively.