Problem-Based Learning Management Study with KWDL Technique Problems of Addition, Subtraction, Multiplication, Division of People of 4th Grade

Abstract

          The purpose of this research were: 1) to compare the achievement of mathematics on the problem of addition, subtraction, multiplication, division 4^th grade students before and after learning using problems-based learning in combination with KWDL techniques. 2) to examine the satisfaction of 4^th grade students regarding the use of problems-based learning with KWDL techniques in teaching addition, subtraction, multiplication, and division word problems. The sample group used in this research consists of 27 from Class 4/2 at Ban Jianpattana School, Khao Saming District, Trat Province, under the supervision of the Trat Primary Educational Service Area Office. The study was conducted during the second semester of the 2565 academic year, select by cluster random sampling, with the classroom serving as the unit of randomization. The research tools used in this study consist of: 1) the problems-based learning lesson plans for teaching problem-solving in addition, subtraction, multiplication, and division word problems using the KWDL technique for 4^th grade students. 2) Pre-test and post-test measurement instruments to assess the learning outcomes of the 4^th grade students, with a reliability of 0.84. 3) Satisfaction survey questionnaire to measure the students' satisfaction with the teaching approach of problem-solving in addition, subtraction, multiplication, and division word problems using the KWDL technique for 4^th grade students. The statistical analysis used for data interpretation includes calculating the mean and standard deviation.
          The research results found that:
          The sample group of 27 students, after receiving the teaching intervention using problems-based learning with the KWDL technique, showed a statistically significant increase in their average post-test scores เรียน (= 15.44) compared to their average pre-test scores เรียน (= 7.30) at a significance level of .05. Additionally, the students expressed a high level of satisfaction with the teaching approach, (= 4.47)