A comparison of mathematics learning achievement in numerical addition and subtraction problem solving for numbers less than one hundred thousand for Primary School Grade 3 Students Using Bar Model Technique and IPST Technique
The purposes of this research were to: 1) compare the before and after learning achievement in addition and subtraction problem solving for numbers less than one hundred thousand for primary school grade 3 students using the bar model technique, 2) compare the before and after learning achievement of the same topic using the IPST technique, and 3) compare the learning achievements between the group taught by the bar model technique and the group taught by the IPST technique. The two sample groups of 30 Grade 3 students each were selected by purposive sampling from Anuban Bannongkhla Primary School, Chanthaburi Province in the 2nd semester of academic year 2021. The research instruments used were: 1) a lesson plan based on the bar model technique whose average appropriateness was at the high level of 4.68, 2) a lesson plan based on the IPST technique whose average appropriateness was at the high level of 4.68, and 3) a mathematics learning achievement test which had a reliability of 0.71. The data were analyzed by: mean, standard deviation and t-test.
