The Development of Problem-Solving Ability and Mathematics Learning Achievement by Using Cognitively Guided Instruction and Think – Talk – Write Technique DOI:

Abstract

The objectives of this research were to 1) compare the mathematical problem-solving abilities of 11th grade secondary students before and after receiving teaching activities using the Cognitively Guided Instruction (CGI) and Think – Talk – Write Technique, 2) compare the mathematics learning achievement of 11th grade secondary students before and after receiving teaching activities using the Cognitively Guided Instruction (CGI) and Think – Talk – Write Technique, and 3) study the satisfaction of 11th grade secondary students towards teaching activities using the Cognitively Guided Instruction (CGI) and Think – Talk – Write Technique. The research population consisted of 11th grade secondary students studying in the second semester of the 2023 academic year at Ratsadanupraditanusorn school, Trang province. The sample group was selected using cluster random sampling, with classrooms as the sampling unit, one classroom with 33 students. Research tools included: 1) The lesson plan using the Cognitively Guided Instruction (CGI) and Think – Talk – Write Technique. 2) Mathematics problem-solving ability test consisted of 5 questions. 3) Mathematics learning achievement test, and 4) Questionnaire on student satisfaction towards teaching activities using the Cognitively Guided Instruction (CGI) and Think – Talk – Write Technique. Statistical analysis used were mean, standard deviation, and t-test.

         The research findings found that: 1) The mathematical problem-solving abilities of 11th grade secondary students after receiving teaching activities using the Cognitively Guided Instruction (CGI) and Think – Talk – Write Technique was higher than before, with statistically significant at a level of .01. 2) The mathematics learning achievement of 11th grade secondary students after receiving teaching activities using the Cognitively Guided Instruction (CGI) and Think – Talk – Write Technique was higher than before, with statistically significant at a level of .01. 3) The satisfaction of 11th grade secondary students towards teaching activities using the Cognitively Guided Instruction (CGI) and Think – Talk – Write Technique was at a highest level.