Please use this identifier to cite or link to this item: `http://cmuir.cmu.ac.th/jspui/handle/6653943832/72155`
 Title: การใช้สถานการณ์ในชีวิตประจำวันเพื่อส่งเสริมการรู้ความน่าจะเป็นของนักเรียนชั้นมัธยมศึกษาปีที่ 5 Other Titles: Using real-life situations to promote probability literacy of grade 11 students Authors: อติวิชญ์ ธงพิทักษ์ Authors: ทิพย์รัตน์ นพฤทธิ์อติวิชญ์ ธงพิทักษ์ Issue Date: Sep-2020 Publisher: เชียงใหม่ : บัณฑิตวิทยาลัย มหาวิทยาลัยเชียงใหม่ Abstract: The purposes of this research were to study the teaching practices by using real-life situations to promote the probability literacy of Grade 11 students and to study the level of probability literacy of Grade 11 students who studied with real-life situations. The target group was 35 students from Grade 11 of Sanpatong Wittayakom school, Sanpatong district. Chiang Mai Province. The research instruments consisted of 1) the lesson plans using real-life situations taught through the method of Küchemann & Hoyes (2008) comprised 4 steps: step 1, working on the task with students own; step 2, follow up the lesson; step 3, presentation; and step 4, conclusion and questioning 2) the worksheets, and 3) the parallel probability literacy tests using as pre and post-test. Data were analyzed by percentage and content analysis. The results showed that 1) in selecting the situations for learning provision, teachers should choose practical situations in daily life and using mathematics to solve problems. In terms of class discussion, there should be a small group discussion in follow up the lesson stage, then expand to a discussion for the whole class 2) the percentages of students who had the probability literacy in level 4 in each construct of probability literacy which is 1) sample space, 2) theoretical probability, 2/1) probability of the union of events and mutually exclusive events, 2/2) probability of the difference of two events, 2/3) probability of the complementary events 3) experimental probability of an event, 4) probability comparison, 5) conditional probability, and 6) independence increased. The percentage increases from post-test of each construct were 16.67, 56.67, 36.67, 20.00, 10.00, 33.33, 96.67, 26.67, 30.00, and 40.00, respectively. URI: http://cmuir.cmu.ac.th/jspui/handle/6653943832/72155 Appears in Collections: EDU: Theses

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