THE EFFECT OF SSCS LEARNING MANAGEMENT COMBINED WITH BRAINSTROMING TECHNIQUE ON PROBLEM-SOLVING ABILITY AND MATHEMATICAL LEARNING ACHIEVEMENT OF GRADE 6 STUDENTS
Keywords:
SSCS learning management, Brainstorming technique, Mathematical problem-solving ability, Learning achievementAbstract
This research was to compare the mathematical problem-solving ability and learning achievement in mathematics of Grade 6 students pre-post receiving learning using SSCS learning management combined with brainstorming techniques, and to compare students’ post-learning problem-solving ability and learning achievement against the 70 percent criterion of the full score. The sample group in this study consisted of 12 students of grade 6 from Wat Nong Kradon School, also under the Office of the Nakhon Sawan Primary Educational Service Area 1, totaling 1 classroom, selected using cluster random sampling. The research instruments included to six lesson plans on the topic of decimals based on SSCS learning management with brainstorming techniques on the topic of statistic with quality level 4.59, a 10-item mathematical problem-solving ability test with 0.48 - 0.63 difficulty index, 0.43 - 0.69 discrimination index and 0.71 reliability, and a 30-question mathematics learning achievement test with 0.25 - 0.75 difficulty index, 0.20 - 0.93 discrimination index and 0.72 reliability. The data were analyzed using mean, standard deviation, dependent-sample t-tests, andone-sample t-tests. The findings revealed that Grade 6 students’ mathematical problem-solving ability and learning achievement after learning were significantly higher than before learning at the .05 level of statistical significance. Furthermore, the students’ post-learning scores were significantly higher than the 70 percent criterion of the full score at the .05 significance level.
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