THE DEVELOPMENT OF LEARNING MANAGEMENT MODEL TO ENHANCE COMPETENCIES OF PRESERVICE MATHEMATICS TEACHERS
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Abstract
The objectives of the study were: 1) to develop the learning management model to enhance competencies of preservice mathematics teachers and 2) to study the results of the developed model in terms of competencies of the final-year preservice mathematics teachers, in the academic year 2022, Chandrakasem Rajabhat University. The sample was selected using purposive sampling. The research instruments were lesson plans, the test of mathematics competencies, and the questionnaires on opinions about the model. The results of this research were as follows: 1) The learning management model to enhance competencies of preservice mathematics teachers, called 3P3S model, consists of six steps: (1) Preparation; (2) Problem situations; (3) Putting together; (4) Solving problems; (5) Summarizing and decision-making; and (6) Showing knowledge transfer. 2) The results of implementing the developed model showed that: (1) The 3P3S model was effective in enhancing the mathematical competence of pre-service mathematics teachers. The comparison of the pre-test and post-test scores showed that the post-test scores were significantly higher than the pre-test scores at the .05 level. (2) Preservice Mathematics teachers who received teaching and learning according to model had average scores from the test of mathematics competencies during the experiment, classified by competence component and by subject, of more than 60%. (3) The results from opinions on the feasibility of using the 3P3S model showed that most mathematics teachers and instructors had strongly agree of the feasibility of using the 3P3S model. (4) The qualitative analysis of the 3P3S learning model showed that most of the worksheets and mathematics competency tests were evaluated as accurate, complete, and comprehensive. In each step of the 3P3S model, preservice mathematics teachers demonstrated their mathematical competencies. This suggests that the 3P3S model is effective in enhancing all components of mathematical competencies in preservice mathematics teachers.
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