The Development of A Phenomenal Learning Management Model as A Base for Integrating Metacognition and Knowledge in Contents, including Teaching Methods and Technologies for The Development of Learning Skills in The 21st Century Mathematics Subject of Students

Abstract

The objectives of this research were to 1) develop a model of a phenomenal learning management as a base for integrating metacognition and knowledge in content, combined with teaching methods and technologies to develop learning skills in the 21st century in mathematics subject of students in grade 12 and 2) study the results of the learning management model experiment. The target group was students in grade 12 of Sarakhampittayakom School, Mahasarakham Province, the first semester of academic year 2021, 1 classroom, and 29 students whom were obtained by cluster random sampling. The research tools contained 1) a mathematics learning management plan in grade 12: subjects on analysis and presentation of quantitative data, 2) achievement test, 3) problem solving skill test, 4) critical thinking skill test, and 5) satisfaction questionnaire. The statistics used in the data analysis were percentage, mean, standard deviation, and t-test.
The results of the research found that 1) a phenomenal learning management model was the basis for integrating metacognition and knowledge in content, combined with teaching methods and technologies to develop achievement and learning skills in the 21st century in mathematics subject of students in grade 12. The elements of the learning management model contained as follows: (1) principles of the model, (2) objectives of the model, (3) concepts and theories in the development of the model, (4) the process of learning management, consisting of 6 steps: the first, presenting a valuable phenomenon; the second, recognizing prior knowledge ; the third, selecting and planning to understand the content from the phenomenon; the fourth, creating a body of knowledge from the phenomenon supervision; the fifth, examining and summarizing the body of knowledge from the phenomenon; and the sixth, evaluation, (5) measurement and learning evaluation, (6) teachers and students’ roles, and (7) a model supporting system, and 2) the experimental results based on using the learning management model found that (1) the students’ learning achievement after learning was significantly higher than before at.05 level, (2) the students’ critical thinking skills were significantly higher than before learning at .05 level, (3) the students’ math problem solving skills were significantly higher than before at the level of .05, and (4) the students were satisfied with the pattern of learning management at a high level (mean = 4.22 and standard deviation = 0.75)