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|Other Titles:||A Meta-analytic structural equation modeling of research about factors affecting mathematical process skills of basic education students|
|Publisher:||เชียงใหม่ : บัณฑิตวิทยาลัย มหาวิทยาลัยเชียงใหม่|
|Abstract:||The objectives of this research were 1 ) to study research attributions in research related to factors affecting mathematical process skills of basic education students; 2 ) to study moderating effects of research attributions which influence their correlation coefficient in research related to factors affecting mathematical process skills of basic education students 3) to create and validate the structural equation models involving factors affecting mathematical process skills of basic education students. The sampling group included 171 research on factors affecting mathematical skills and process of basic education students from 22 universities which were published during 1999 - 2017. The research tools were a research attribution record book and a code book. The data was then analyzed using descriptive statics, Mann-Whitney U Test, and Kruskal-Wallis One-Way Analysis of Variance Test, while the structural equation model was analyzed using Mplus 7.4. The results show that: 1 . Most of the studies were published during 2009 and 2017. Also, most of them were master’s theses from the Mathematics Department in institutions or universities in the central part of Thailand. Most of the research was experimental research with directional assumptions that aimed to compare variables. Most of the sampling groups were lower secondary students in schools which were affiliated with the Office of the Basic Education Commission. In addition, most used research tools were educational innovations, learning management plan, tests, questionnaires. Last but not least, the data was mostly analyzed using descriptive statistics and t-Test. 2. The correlation coefficients of the education factor and of the mathematical process skills factor were different because of the institutes of the researchers. The correlation coefficients of the family factor and of the mathematical process skills factor were different because of the types of hypotheses and the sources of the sampling groups. The correlation coefficients of the student factor and of the mathematical process skills factor were different due to the objectives of the research, the research designs, types of tools, types of analysis methods, and types of hypotheses. None of the research attributions caused the correlation coefficients of the education factor and of the students factor, as well as, of the family factor and of the student factor to be different. 3. The consistency between the structural equation models of factors affecting mathematical process skills of basic education students and the correlation coefficient matrix data was at the level of good. The student factor has both a whole influence and a direct influence, while the education factor has an indirect influence, on mathematical process skills the most.|
|Appears in Collections:||EDU: Theses|
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