The Development of a Mathematics Instructional Model Using The Cognitive Apprenticeship Approach for Enhancing Mathematics Learning Outcomes and Self-regulation Ability of Undergraduate Students in Social Sciences and Humanities

Abstract

The purposes of this research are: 1) to develop a mathematics instructional model using the cognitive apprenticeship approach for enhancing mathematics learning outcomes and self-regulation ability of undergraduate students in social sciences and humanities; and 2) to evaluate the results of mathematics learning of students after the implementation of the developed instructional model. The research process was in 2 phases: first, a mathematics instructional model was developed by studying the findings of survey along with the concepts of cognitive apprenticeship, project based learning, self-regulated learning and authentic assessment. Next, the research involved the implementation of the developed instructional model. The samples were the freshmen in social sciences and humanities of Rajamankala University of Technology Krungthep who enrolled the course 2210101: Mathematics. They were randomly assigned into the control and experimental groups, each consisting of 28 students. The experiment took place for the duration of 13 weeks.

The findings of this study are as follows:

1. The developed instructional model consisted of principles, objectives, contents, instructional process and users’ manual. The instructional process had 3 main steps: 1) the preparation: this involved the preparation of learning objectives, instructors, learners and environment; 2) the operation: this concerned the teaching on the contents using the cognitive apprenticeship approach, the teaching on mathematics project, and self-regulation activities; and 3) the evaluation: this involved pre- evaluation, formative evaluation and post- evaluation.
2. The results of mathematics learning of students after the implementation of the developed instructional model were:
   2.1 Posttest scores of mathematics learning achievement, attitude towards mathematics learning, inquiry mind and self-regulation of experimental group were higher than the pretest at a significant level of 0.05.
   2.2 Posttest scores of mathematics learning achievement of the experimental group were higher than the ones of control group at a significant level of 0.05. However, posttest scores of attitude towards mathematics learning, inquiry mind and self-regulation of experimental and control groups were not different at a significant level of 0.05.
   2.3 Students in all experimental groups had the ability to conduct the mathematics project at a good level.