Comparisons of Learning Achievements, Analytical Thinking Abilities, Satisfaction with Learning and Teaching, and Learning Retention in the Mathematics Learning Strand Entitled Trigonometrical Ratios of Matthayomsueksa 4 Students Using Courseware Geometer's Sketchpad Approach (CGS) and the Conventional Teaching Approach

Abstract

The purposes of this study were: 1) to develop Courseware Geometer's Sketchpad (CGS) entitled Trigonometrical Ratios for Matthayomsueka 4 (grade 10) students with a required efficiency of 70/70, 2) to compare learning achievement entitled between after learning and before learning of the group lasught using Courseware Geometer's Sketchpad and the group taught using the conventional teaching approach, 3) to examine learning retention students taught using Courseware Geometer's Sketchpad and taught using the conventional teaching approach, 4) to compare learning achievernent , analytical thinking abilities, and satisfaction with learning and teaching of students taught using Courseware Geometer's Sketchpad and taught using the conventional teaching approach. The sample used in the study consisted of 70 Natthayomsucksa 4 students at Khon Kaen Sports School, Amphoe Mueang, Changwat Khon Kean in the second semester of the academic year 2008,

obtained using the simple random sampling technique. The students were assigned into an experimental group of 35 students who were taught using Courseware Geometer's Sketchpad and a control group of 35 students who were taught using the conventional teaching approach. Seven types of the instrumenls used in the study were Courseware Geometer's Sketchpad, a handbook in supplement to learning and teaching entitled Trigonometrical Ratios, plans for organization of learning by using Coursewarc Geometer's Sketchpad, plans for organization of conventional learning, test of analytical thinking ability inventory on satisfaction with mathematics learning and teaching The statistics used for analyzing the collected data were mean, standard deviation, and percentage, and t-test (dependent samples) and One-way MANCOVA were employed for testing hypotheses.

The results findings were as follows: 1. The Courseware Geometer's Sketchpad entitled Trigonometrical Ratios had an

efficiency of 76.17/71.03 which met the established requirement.

1. Matthayomsucksa 4 students in the experimental group taught using Courseware Geometer's Sketchpad and those in the control group taught using the conventional teaching approach showed gains in learning achievement from before learning at the .05 level of significance.


2. The students taught using Courseware Geometer's Sketchpad could retain knowledge 2 weeks after learning at 98.79 percent of the posttest mean score which was not different from the posttest mean score. However, the students taught using the conventional teaching approach could retain knowledge 2 weeks after learning at 92.38 percent of the posttest mean score which was less than the posttest mean score


3. The students taught using Courseware Geometer's Sketchpad indicated mean scores on learning achievement, and satisfaction with learning and teaching than those taught using the conventional teaching approach at the .05 level of significance. However, these two groups of the students did not show analytical thinking abilities differently.