The Development of of Mathematics Instruction Entitled “Multiplication” by Using Team Pair Solo Exercises for Fourth Grades Students at School in Ubonratchathani Primary Educational Service Area Office 4

Abstract

This research was aimed 1) to study the mathematics instruction entitled “Multiplication”  by using team pair solo exercises learning strategy for fourth grades students at school in the first Warinchamrab network group in Ubonratchathani Primary Educational Service Area Office 4 including an academic achievement, group working skills, learning responsibility and satisfaction of instruction; 2) to compare the mathematics instruction entitled “Multiplication”  by using team pair solo exercises learning strategy for fourth grades students at school in the first Warinchamrab network group in Ubonratchathani Primary Educational Service Area Office 4 for fourth grades students pretests and posttests. The sample of the study included 16 fourth grades students studying in the first semester of the academic year 2020 at Ban Nong Kin Pel School under Ubonratchathani Primary Educational Service Area Office 1 chosen by the sample random. The instruments used in this study were 1) 10 multiplication lesson plans with quality of suitability, accuracy, consistency and possibility at excellent level 2) 10 team pair solo exercises with quality of suitability, accuracy, consistency and possibility at excellent level 3) a 15-item with 4 multiple choice achievement test with the reliability at 0.98; 4) group working assessment; 5) the learning responsibility assessment; and the  satisfaction questionnaire with consistency of task rating, score translation, meaning translation and score judgment with excellent level at 1.00. The statistics used for analyzing data were percentage, mean, standard deviation, one sample t-test and dependent sample t-test.

The research found that:

1. The mathematics instruction entitled “Multiplication” by using team pair solo exercises learning strategy for fourth grades students;

                   1.1 As an academic achievement, fourth grades students had the poor academic achievement in pretest. The academic achievement pretest was lower than the criteria set at significantly statistics .05, and the academic achievement posttest was higher than the criteria set increasing development score at significantly statistics .05.

                   1.2 As group working skills, fourth grades students had the high group working skills. To consider the lesson plans found that the fourth grades students had higher group working skills all of 10 lesson plans than the criteria set increasing development score at significantly statistics .05.

                   1.3 As learning responsibility, fourth grades students had the high learning responsibility. To consider the lesson plans found that the fourth grades students had higher learning responsibility than the criteria set increasing development score at significantly statistics .05.

                   1.4 As satisfaction of instruction, fourth grades students had the whole highest satisfaction of instruction. To consider the parts of the satisfaction found that the fourth grades students had higher than the criteria set increasing development score at significantly statistics .05. Including the learning activity, learning materials and assessment, the satisfaction of instruction was the highest level. The satisfaction of instruction in contents and values was the highest level. The satisfaction of instruction was higher than the criteria set increasing development score at significantly statistics .05.

1. Fourth grades students who learned the mathematics instruction entitled “Multiplication” by using team pair solo exercises learning strategy after learning had higher achievement than before learning with the increasing development score at significantly statistics .05.