DEVELOPMENT OF IG-PROVE LEARNING MANAGEMENT MODEL TO PROMOTE THE ABILITY OF MATHAYOMSUKSA 2 STUDENTS TO SOLVE COMPLEX MATHEMATICAL PROBLEMS

Abstract

This research and development endeavor aimed to 1) investigate foundational data for the construction and development of the IG-PROVE learning management model 2) develop an effective IG-PROVE learning management model that meets the 75/75 criteria 3) implement the IG-PROVE learning management model and 4) evaluate and refine the IG-PROVE learning management model. The evaluation specifically targeted learning outcomes in terms of knowledge, complex mathematical problem-solving skills, and problem-solving procedural steps, through a comparative analysis of pre- and post-implementation results. Furthermore, student satisfaction with the IG-PROVE model was gauged. The research sample comprised 29 Mathayomsuksa 2 students from Sirindhorn School during the second semester of the 2022 academic year, selected via purposive sampling. Research instruments encompassed needs assessment forms, group discussion records, lesson plans, achievement tests, and satisfaction questionnaires. Data analysis utilized percentages, means, standard deviations, Dependent Samples t-tests, and content analysis. The resultant IG-PROVE learning management model consists of seven sequential steps 1) Introduction to new knowledge 2) Concept building, 3) Planning and implementation 4) Review and revision 5) Fostering proficiency 6) Checking learning outcomes and 7) Adjusting understanding. The model exhibited efficacy, achieving a 78.31/78.39 efficiency criterion. A statistically significant improvement (p < .05) was observed in students' complex problem-solving achievement post-learning compared to pre-learning. Additionally, students reported high levels of satisfaction with the learning management model (  = 4.41, S.D. = 0.75). These findings underscore the effectiveness of the IG-PROVE learning management model in cultivating complex mathematical problem-solving capabilities.