The Study Learning Activities on One Variable Linear Inequality by Using Game Based Learning of Third Grade Students at Thamaka Vitthakom School Kanchanaburi Province

Abstract

The objectives of this research are (1) to compare learning achievements in mathematics before studying one variable linear inequality of third grade students receiving a game-based learning with regular learning activities (2) to compare learning achievement in mathematics before and after learning about linear inequality in one variable of third grade students receiving a game-based learning with regular learning activities (3) to compare learning achievement in mathematics after studying one variable linear inequality of third grade students during game-based learning with regular learning activities (4) to compare the problem solving abilities after studying one variable linear inequality of third grade students during game-based learning with regular learning activities (5) to study the satisfaction of third grade students with the use of game-based learning activities on a single variable linear inequality. The research was conducted using a true experimental research model. The results showed that 1) Pre-learning achievement on who manage learning by using games as a basis is not different from normal learning activities statistically significant at the 0.05 level. 2) Mathematics learning achievement on students who manage learning by using games as a basis is higher than before at 0.05 statistical significance and the mathematics learning achievement students who organized normal learning activities is higher than before at 0.05 statistical significance. 3) Learning achievement on the subject of linear inequality in who manage learning by using games as a basis is higher than normal learning activities at 0.05 statistical significance. 4) Post-learning achievement in mathematics on by using problem solving abilities that manage learning using games-based leaning is higher than normal learning activities at 0.05 statistical significance. 5) The Satisfaction of third grade students with game-based learning activities on one variable linear inequality is at the highest level.