Learning Management using SSCS Model to Promote Mathematical Problems Solving Ability on Application for Prathomsuksa 6 Students

Abstract

The purposes of this research were to 1) develop mathematics lesson plans using the SSCS model for enhancing mathematical problem-solving skills on the topic of applications based on the 70/70 criterion, 2) find out the effectiveness index of mathematics lesson plans using the SSCS model for enhancing mathematical problem-solving skills on the topic of applications, 3) compare the mathematics learning achievement on the topic of application, who were taught by the mathematics lesson plans based on the SSCS model, with the 70% criterion, and 4) compare mathematics problem-solving abilities on the topic of application, who were taught by the mathematics lesson plans based on the SSCS model, with the 70% criterion.  The sample group was 34 Prathom Suksa 6 students, who were selected by cluster random sampling, at Ban Non Sang School, Surin Province. The experiment lasted 18 periods, each covering 60 minutes. The instruments in data collection consisted of eighteen 60-minutes lesson plans, an achievement test on the mathematics subject under the topic of applications, and subjective test to determine the students’ mathematical problem-solving ability. The collected data were analyzed by using means of arithmetic mean, means of percentage, standard deviation, and one-sample t-test.
          The research results are as follows: 1) The efficiency (E1/E2) of mathematics lesson plans using the SSCS model in a topic of applications for enhancing mathematical problem-solving skills was 78.64/72.55, which is higher than the established criterion of 70 /70.   2) The SSCS lesson plan, which enhanced the ability to solve mathematical problems on the topic of applications had an effectiveness index of 0.5096, indicating the students’ progress at 50.96%. 3) The students who were taught by the mathematics lesson plans based on the SSCS model in a topic of applications had their scores on mathematical achievement higher than the 70 percent criterion at .05 level of significance. 4) The mathematical problem-solving ability of the students, who were taught by the mathematics lesson plans based on the SSCS model in a topic of applications, was significantly higher than the criteria 70% at the .05 level.