STUDY THE COMPARISON OF LEARNING MANAGEMENT ACHIEVEMENT OF SOLVING ADDITION AND SUBTRACTION COUNT NUMBER PROBLEMS USING STAR STRATEGY TOGETHER WITH BAR MODEL TECHNIQUES AND REGULAR TEACHING FOR GRADE 3 STUDENTS AT CHUMCHON BANBO SCHOOL RATCHABURI

Abstract

The objectives of this research were to 1) compare the learning achievement of the students learning under the STAR strategy merged with the bar model technique based on the difference between the pre-test and post-test results and 2) compare the learning achievement of the students learning under the STAR strategy merged with the bar model technique to that of the students learning under the general teaching method. The samples were 30 Grade 3-primary school students, specifically selected from Chumchon Banbo School, Suan Phueng District, Ratchaburi Province, in 2021. There are three data collection and research tools used in this study: 1) two learning management plans for cardinal number addition and subtraction problem solving, 2) the academic exam, and 3) the basic knowledge test. The academic examination test on cardinal number addition and subtraction used in this study had level of difficulty values between 0.45 and 0.78, values of discrimination power between 0.15 and 0.70, and a reliability value of 0.81. The statistical analysis employed in this study was mean, standard deviation, paired sample t-test and independent sample t-test. The basic knowledge test about the cardinal number had a reliability value of 0.85.
The results showed that the post-test score of cardinal number addition and subtraction problem solving after learning under the STAR strategy merged with the bar model technique was significantly higher than the pre-test score (p-value < 0.05), demonstrating that statistically, student’s learning achievement was improved with the STAR strategy merged with the bar model technique. In addition, the statistical results indicated that the students, who learned under the STAR strategy merged with the bar model technique had significantly higher learning achievement than the students learning under the general teaching method (p-value < 0.05).