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Effect of Open Approach and Concrete-Pictorial-Abstract (CPA) Approach on Number Sense and Mathematical Achievement in Subtraction of Grade-1 Students |
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| รหัสดีโอไอ | |
| Creator | Natthaphon Hongthong |
| Title | Effect of Open Approach and Concrete-Pictorial-Abstract (CPA) Approach on Number Sense and Mathematical Achievement in Subtraction of Grade-1 Students |
| Contributor | Teerachot Lokkathat, Narongsak Rorbkorb |
| Publisher | Faculty of Science, Ubon Ratchathani University |
| Publication Year | 2567 |
| Journal Title | Journal of Science and Science Education |
| Journal Vol. | 7 |
| Journal No. | 2 |
| Page no. | 433-445 |
| Keyword | Number Sense, Open Approach, Concrete-Pictorial-Abstract (CPA) Approach |
| URL Website | https://so04.tci-thaijo.org/index.php/JSSE |
| Website title | Journal of Science and Science Education |
| ISSN | ISSN 2697-410X |
| Abstract | This research aims to: 1) compare the number sense related to subtraction among grade-1 students before and after the implementation of open approach with the Concrete-Pictorial-Abstract (CPA) approach; 2) compare the mathematics achievement in subtraction among grade-1 students before and after the implementation of open approach with the CPA approach; and 3) examine the relationship between number sense and mathematics achievement in subtraction among grade 1 students. The sample group for this study consisted of 24 grade-1 students, academic year 2024 from Ban Bueng Kan School, selected through cluster random sampling. The research instruments included lesson plans, a number sense assessment, and a mathematics achievement test. Data were analyzed using basic statistics, t-tests, and Pearson's correlation coefficient. The research findings revealed that: 1) the number sense related to subtraction among grade-1 students was significantly higher after the intervention at the .01 level; 2) the mathematics achievement in subtraction among grade-1 students was significantly higher after the intervention at the .01 level; and 3) there was a positive correlation between number sense and mathematics achievement in subtraction among grade-1 students was significantly at the .01 level (r = 0.946). |
