The Development of Analytical Skills in Mathematics of Grade 6 Students

  • Sumnuan Kunpol Satit Bilingual School of Rangsit University
Keywords: development of analytical skills, collaborative learning, case-based learning, integration of collaborative learning and case-based learning


This research is aimed at developing analytical skills in mathematics of Grade 6 students and evaluating  the  results of the development of these analytical skills in the learning of mathematics by integrating collaborative learning and case-based learning in the learning process. This research was  onducted in the academic year 2012. The target population group consisted of 61 Grade 6 students at Satit Bilingual  School of Rangsit University. The research instruments used in this study were: 1) the mathematics teaching process which integrated collaborative learning and case-based learning, 2) a case-study handbook, 3) mathematics lesson plans, 4) an evaluation form for analytical skills, 5) a mathematics test, and 6) an evaluation form concerning students’ attitudes towards the mathematics learning process. The data obtained were analyzed by using mean scores, standard deviation, and percentages. The results of the study were as follows. First, the development of the analytical skills was brought about by integrating collaborative learning and case-based learning in the learning process. This process consisted of the following four stages: a) elicitation of prior knowledge, b) presentations of case studies, c) case analysis through collaborative learning, and d) conclusion and application of the knowledge gained. Second, the average score for analytical skills of the targeted group of students was at a high level, and the development of their analytical skills increased steadily throughout the study. Third, the average score for knowledge of mathematics in the target group of students after the learning process (post-test) was higher than their average score prior to the learning process (pre-test). Last, the average score for attitude toward the mathematics learning process of the target student group was at the highest level.