การพัฒนาทักษะการบวกเลขของผู้เรียนที่มีความบกพร่องทางสติปัญญาระดับคาบเส้นโดยใช้โครงงานสะตีมศึกษาเป็นฐาน

Abstract

The objective of this research was to develop addition skills using Fun Truck-themed STEAM Project-based Learning. This research focused on the case study of 8-year-old male student with a borderline intellectual disability studying in the second grade at Inclusive Education School, Chiang Mai Province. The research tools included 1) four individual implementation plans, 2) pre- and post-learning assessments forms, 3) behavior recording forms, 4) project assessment forms, and 5) behavior observation forms during conducting the projects with video recording. The data collected were analyzed to obtain percentages and means and presented using tables, graphs, and descriptive images. The results of this research indicated that: 1. The scores and averages of all 4 plans at the pretest were 19.25 (72.50%) and those at the posttest were 24.74 (90.83%). 2. The scores and averages at the pretest and the posttest for Plan 1 were the same, which were 20 and 100%, respectively. 3. The scores and averages at the pretest and the posttest for Plan 2 were 18 and 60%, respectively, and after studying, they were 26 and 86.67%, respectively. 4. The scores and averages at the pretest and the posttest for Plan 3 were 18 and 60%, respectively, and after studying, they were 25 and 83.33%, respectively. 5. The scores and averages at the pretest for Plan 4 were 21 and 70%, respectively, and after studying, they were 28 and 93.33%, respectively. 6. The score difference between Plan 2 and Plan 4 was 7.3 and calculated as 24.44% (excluding plan 1 because both at the pretest and the posttest has the same score of 10). Upon observing the overall learning behavior, it was found that when using Fun Truck-themed STEAM Project-based Learning, which had a step-by-step process ranging from easy to difficult, together with interesting media that could be realistically used, and appropriate reinforcement, the case studies showed a consistent improvement in development. They were possible to add up numbers with results not exceeding 100 by following the steps independently with agility, enthusiasm, courage to think and express ideas, and increased confidence in learning mathematics. This would serve as a foundation for studying higher-level mathematics.