Abstract
The goals of this this study were to examine two different aspects of learning accomplishment and mathematical resilience in Grade 6 children after they received learning management skills using the SSCS with bar model in fraction word problems. A group of 147 sixth-grade pupils in the first semester of the 2021 school year was the study’s target population. Lesson plans utilizing the SSCS with bar model, a questionnaire on mathematical resilience, and a test of students’ achievement to apply what they had learned to solve fractional word problems made up the research tools. Relative increase score, mean, standard deviation, percentage, and content analysis were used to examine the data. 1) The target group exhibited stronger mathematical resilience after the intervention, according to this study’s findings. 96.60 percent of the target group. After the intervention, no student’s math resilience was less strong than it was. 2) Student accomplishment in fraction problems was higher than the required 70%, and 3) 57.82% of the students showed relative gain score improvements in the fraction word problem of more than or equal to 50%.
Author Information
Nuttawut Pikunni, Mater Dei School, Thailand
Ratchanikorn Chonchaiya, King Mongkut’s University of Technology Thonburi, Thailand
Paper Information
Conference: SEACE2024
Stream: Teaching Experiences
This paper is part of the SEACE2024 Conference Proceedings (View)
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To cite this article:
Pikunni N., & Chonchaiya R. (2024) Effects of SSCS Learning Activities With Bar Model on Mathematical Resilience and Learning Achievement in Fraction Word Problems ISSN: 2435-5240 The Southeast Asian Conference on Education 2024: Official Conference Proceedings https://doi.org/10.22492/issn.2435-5240.2024.28
To link to this article: https://doi.org/10.22492/issn.2435-5240.2024.28
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