A STUDY OF MATHEMATICS ACHIEVEMENT AND ATTITUDES OF GRADE 8 STUDENTS THROUGH LEARNING MANAGEMENT BY USING THE COOPERATIVE LEARNING TECHNIQUE OF JIGSAW WITH THE SERIES OF INDUCTIVE INSTRUCTION

Abstract

The purposes of this research are as follows: (1) to compare learning achievement and subject matter congruence in mathematics among secondary school students before and after learning through the cooperative jigsaw learning technique and an inductive instruction series; (2) to compare mathematical learning achievement and subject matter congruence in mathematics among secondary school students after learning through the cooperative jigsaw learning technique and an inductive instruction series with a criteria of 70%; and (3) to compare attitude towards mathematics learning before and after learning through the cooperative jigsaw learning technique and an inductive instruction series. This research was quasi-experimental research with a One-Group Pretest-Posttest design. The population of this research included eighth grade students at Tha Rua “Nittayanukul” school in the first semester of the 2021 academic year, which was obtained by cluster random sampling using the classroom as a sampling unit. The duration of this research was 14 periods of 50 minutes each. The instruments for data collection were the learning management plans, together with the use of inductive instruction, a test of mathematics learning achievements and a test of attitudes towards mathematical learning. The results revealed the following: (1) the mathematical learning achievement and matter congruence after learning through the cooperative jigsaw learning technique and inductive instruction, which was higher than before with a statistical significance level of .05.; (2) the mathematical learning achievement and matter congruence after learning with the cooperative learning jigsaw technique with inductive instruction were higher than the criteria of 70% and a statistical significance of .05.;  and (3) the attitude towards mathematics after applying the cooperative learning jigsaw technique with inductive instruction, which was higher than before with statistical significance of 0.05