Development of a Self-Diagnostic Model in the Cognitive Domain in Problem Solving Skills in Mathematics

Abstract

This study aimed 1) to develop a self-diagnostic model in the cognitive domain in problem solving skill in mathematics, and 2) to study the effectiveness of using a self-diagnostic model. This study’s procedure was divided into two phases: the first phase was the development of the model by analyzing and synthesizing related principles and concepts as the basis for the development; the second phase focused on verifying its effectiveness by implementing the model into classrooms and evaluating the results with set criteria. The samples were randomly selected from Matayom 4 (grade 10) students of Sriboonyanon School. One classroom from 11 classrooms according to the students’ item scores and assigned into experimental groups with 42 students. The experiment lasted for 18 hours. The instruments used in data collection were lesson plans focusing on the self-diagnostic process based on metacognition thinking principals about fraction problems, a mathematical problem solving test, a self-diagnostic ability test, a metacognition awareness questionnaire, and a self-regulated learning questionnaire. The One-Group Pretest-Posttest Design was used for the study. The data were statistically analyzed by using t-test for dependent samples and t-test one group.

The results showed that 1) the self-diagnostic model in the cognitive domain in problem solving skills in mathematics consisted of four components, including the principle of the model, the goal of the model, teaching and learning activities, and self-diagnostic test, and 2) the effectiveness of the self-diagnostic model revealed that students who had development in mathematical problem solving performance and self-diagnostic performance meant they had higher a posttest than pretest at the 0.1 level of significance, they had a metacognition awareness thinking process, a self-regulated learning higher posttest than pretest at the 0.1 level of significance, and they had a positive attitude towards the self-diagnostic model. In addition, teachers and students were accepting of the possibility of the practical application of these findings.