Development of Learning Achievement in Solving Problems on Addition, Subtraction, Multiplication, and Division of Grade 3 Students Using SSCS Model with Bar Model Technique and Traditional Learning

Abstract

From the classroom teaching conditions, it was found that students were unable to analyze problem questions and lacked knowledge and understanding of how to begin the problem-solving process. The purposes of this research were to: 1) compare learning achievement before and after studying of Grade 3 students using SSCS model with bar model technique, 2) compare learning achievement before and after learning management of Grade 3 students using traditional learning, 3) compare learning achievement of students after learning management using SSCS model with bar model technique and traditional learning, and 4) study satisfaction with learning using SSCS model with bar model technique. The samples were 70 Grade 3 students at Ban Si Yaek Somdet School, obtained from cluster random sampling. Divided into a control group and an experimental group, each group has 35 people. Tools used in the research include 1) lesson plans using SSCS model with bar model technique and traditional learning, an achievement test, and a questionnaire. Statistics for data analysis include mean, standard deviation, percentage, and t-test. The results of the research found that: 1) learning achievement after learning was higher than before learning using SSCS model with bar model technique, 2) learning achievement after learning was higher than before learning after receiving learning using traditional learning, 3) the learning achievement of students after learning using SSCS model with bar model technique is higher than learning in traditional learning, statistically significant at the.05 level, and 4) satisfaction of students towards using SSCS model with bar model technique is the highest level. ( =4.24, S.D.=0.85)