Development of an Instructional Model of Mechanical Mathematics Using Constuctionism Integrated with Metacognition for the Students of Middle Certificate
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Abstract
This study aimed to 1) develop an instructional model for mechanical mathematics based on Constuctionism integrated with metacognition for the students of Middle Certificate 2) compare learning achievements in learning mechanical mathematics of students between before and after learning, 3) compare creative thinking of students taught by the instructional model developed both before and after learning, 4) compare abilities on metacognition of students between before and after being taught, and 5) investigate the students’ satisfaction at Middle Certificate toward the instruction developed. The sampling group consisted of 15 students in the second semester of academic year 2015 at Xaisombath Technology College. Tools used comprised an instructional model on mechanical mathematics based on Constuctionism integrated with metacognition, a form of assessment to measure creative thinking, a test to measure abilities on metacognition, and a form of satisfaction evaluation. Statistics employed included mean, standard deviation and t-test. The findings of this study were as follows: 1. The instructional model developed was composed of the following components: 1) Rationale, 2) Objectives, 3) Contents, 4) Learning process comprising 5 steps- I Sparkling, II Planning, III Learning by content, IV Learning by doing, IX Evaluation and presentation, and 5) measurement and evaluation. 2. The learning achievements of Mechanical Mathematics of students taught by the instructional model developed after learning were higher than before being taught at the .05 level of significance. 3. The creative thinking of students who were taught by the instructional model developed after being taught was higher than before learning at the .05 level of significance. 4. The abilities on metacognition of the students taught by the instructional model developed after learning were higher than before being taught at the .05 level of significance. 5. The students’ satisfaction toward the instructional model was at the highest level.
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