STUDENTS’ PARTICIPATION IN SMALL GROUP IN PROBLEM SOLVING CLASSROOM
Keywords:
Studen paticipation, Small group, Problem solving classroomAbstract
The purpose of this study was to examine student participation in small group problem solving in the classroom. The sample consisted of eight P-5 students from Ban Bueng Niam Bueng Krai Nun Tha Hin School during the first semester of the academic year 2021. The following research instruments were used to collect data: 1) five lesson plans for Unit 6; dividing decimals 2) Fieldnotes 3) Worksheets for activities 4) The Messenger app; 5) The camera. According to Kagan's subgroup framework (1994) and Webb et alStudent .'s Participation Framework, the analysis data was presented by analysis description to demonstrate the concept of student participation in small groups (2014).
According to the findings of this study, in a problem-solving classroom, students are given the opportunity to work in small groups and engage in discussions with their peers about how to solve the decimal division problem. which is self-study math. Most students work in high-level small groups, which have the common goal of learning decimal division. This is due to the fact that students are given the opportunity to work on problem solving on their own. Students set goals for solving the decimal division problem when given the opportunity to think and solve problems on their own. which the student's decimal division goal is set in line with the friend's goal, thus causing the characteristics of small groups. Furthermore, students have their own ideas, which they bring to the table to discuss and exchange. Students pay attention to their peers' ideas. And students add to or create better ideas about dividing decimals while solving problems from their peers until they achieve common goals. As a result, participation in high-level small group problem solving
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