การใช้การเรียนรู้ที่เน้นปัญหาเป็นฐานเพื่อส่งเสริมการกำกับร่วมเชิงการรู้คิดในการเรียนรู้และผลสัมฤทธิ์ทางการเรียนคณิตศาสตร์ของนักเรียนชั้นมัธยมศึกษาปีที่ 4

Abstract

This research aimed to study using problem-based learning to promote grade 10 students’ cognitive co-regulated learning and mathematics achievement. The target group was one classroom of 47 grade 10 students. This action research instruments included 1) 9 PBL lessons plans on the topic of function 2) The cognitive co-regulation’s observation form 3) The teacher’s notes 4) The student’s reflection 5) Exercise 6) The cognitive co-regulated questionnaire 7) The interview’s form and 8) The mathematics achievement test. The researcher analyzed the data by using descriptive statistics and descriptive analysis. The results revealed that after using the PBL lesson plans, the students’ cognitive co-regulation, including planning, monitoring, and evaluation dimensions, in overall was at a good level. Furthermore, the students’ mathematics achievements on the mathematics achievements test showed most of the students (more than 70%) had scores higher than the minimum criteria of 60%. The mean score of mathematics achievements test was 26.74 out of 40 points (66.86%) with standard variation 4.84.