A STUDY OF HOW COGNITIVELY GUIDED INSTRUCTION AND ACTIVELEARNING METHOD ON INQUALITY AFFECT MATHEMATICAL PROCESS SKILLS OF MATTAYOM SUEKSA FOUR AT MATTAYOMTHANBINKAMPHAENSAEN SCHOOL

Abstract

Objectives of this article were to compare the overall and the detailed composition of students from before and after classrooms, and development of students. The sample group was cluster random sampling of 45 of Mattayom Sueksa Four MatthyomthanbinKampaengsaeng school, Province in the academic year  2019. The tools used in this research were 1) Teaching method 2) Exercises, measuring Mathematical Process Skills on inequality, which has the reliability value of 0.83, the difficulty values between 0.29-0.61 and the discrimination values between 0.20-0.39. 3) Evaluation, analysis, and the study of development. To calculate the difference between before and after classrooms using dependent Sample t test. The research shows (1) Students, who used Cognitively Guided Instruction and Active learning method to study, significantly developed both the overall and each composition of Mathematical Process Skills from before and after classrooms statistically at the level of 0.5 And (2) Students, who used Cognitively Guided Instruction and Active learning method to study, sequentially developed both the overall and each composition of Mathematical Process Skills. The abilities, that were developed in order from highest to lowest, were ability in problems solving, connection ability, reasoning ability and communication ability.