Developing Problem-solving Abilities of Grade 3 Students by Organizing; Case Study Learning Activities

Abstract

Background and Aims: Using case studies to structure learning activities is a good technique to help students become more adept at addressing problems. Develop your capacity for critical thought as well as cooperation and communication. include the capacity to use information in practical situations. By structuring learning activities around case studies, the goal is to help third-year primary school pupils meet the required 75 percent proficiency in problem-solving.

Methodology: The intended audience for this study was There is one Grade 3 class in Ban Nong Saeng School in Yang Talat District, Kalasin Province, with a total of eleven pupils in semester 2, academic year 2021. Kalasin Primary Education Area 2's Educational Service Area Office by purposeful selection Perform two cycles of operational research. One of the research tools is a learning management system that makes use of case studies on students' enthusiasm. Grade 3: There are six plans totaling twelve hours, which are divided into five stages: preparation, proposal, case study, and analysis. phases of summary and assessment. (2) The problem-solving ability of third-grade primary school students was assessed using a 5-level estimation scale based on Weir's concept, with a total of 12 items. Four situations were used to assess the problem-solving ability of the students before the organization of learning activities, and after two operational cycles, each with 12 operations, the results showed a consistency value between 0.97, a discriminatory power value between 0.30-0.73, and a confidence value of 0.91. Content analysis and an examination of students' problem-solving skills following the arrangement of learning activities in each operational cycle are used in the data analysis for the qualitative research. Standard deviation, mean, and percentage are among the statistics used. The 75% passing criterion was established.

Results: Before being given the case study-based learning activities, 11 students' average problem-solving skill scores in each area fell short of the 75% required. Although all students demonstrated improved problem-solving skills in the first operational cycle, nine students' evaluation results overall failed to meet the 75% criterion. Additionally, it was discovered in the second operational cycle that every student met the requirements of 75% in every subject and could solve problems. When planning learning activities with case studies, educators should consider the skills of the students, the nature of the problems, and their comprehension of each stage. They should also continuously support and encourage students to voice their perspectives share ideas, and learn to know the group members.

Conclusion: The data shows that students' problem-solving abilities had a considerable initial deficit but had significantly improved with the introduction of case study-based learning. Nonetheless, regular support and customized methods are still necessary to guarantee that students consistently reach the necessary competency levels in all areas, highlighting the significance of continuing instruction and creating cooperative learning environments.