DEVELOPMENT OF A BRAIN-BASED LEARNING ACTIVITY MODEL TO ENHANCE MATHEMATICAL SKILLS IN PRESCHOOL CHILDREN

Abstract

This research has the objective 1. To study the basic information on organizing activity sets based on brain-based learning and mathematical skills for preschool children. To create a model for organizing activity sets based on brain-based learning to promote mathematical skills for preschool children. To experiment with a set of activities based on brain-based learning to promote mathematical skills for preschool children. To evaluate the effectiveness of the activity set model based on brain-based learning and mathematical skills for preschool children, the target group for this research consisted of 21 preschool children, both male and female, studying in kindergarten year 3, aged 5-6 years, at Ban Chang Talud School. The tools used in the experiment included 20 activity plans, 4 activity set manuals, 2 mathematical skills assessment tests, and 1 evaluation form for the use of the activity set model. Data were analyzed by calculating basic statistics, including mean scores and standard deviations, and using percentage statistics to explain changes. The research utilized a one-group pretest-posttest design. The research findings revealed that 1. The results of the basic data study provided the researcher with a framework for conducting the research, with the researcher following the WPAPC: Model to promote mathematical skills in counting and sequencing using the BBL activity set. The results of creating the BBL activity set model with the WPAPC: Model activity steps are as follows: Step 1: Warm-up, Step 2: Brain preparation, Step 3: New knowledge delivery, Step 4: Practice, Step 5: Conclusion. According to the opinions of the five experts, the average score was = 4.67 (S.D. = 0.52), which falls within the highest level. = 0.52) falls within the highest level 3. The results of the experiment using the BBL activity set model showed that overall, before the activity set, the P value was 61.67 ( = 12.33), and after the activity set, the P value was 91.90 ( = 18.38). This resulted in an improvement score with a P value of 30.23 ( = 6.05), which is consistent with the hypothesis set forth. The evaluation results of the BBL activity set model showed that, in terms of input factors, The evaluation results of using the BBL activity set model showed that the input factors, overall, were at a high level ( = 4.2, S.D. = 0.44) In terms of the process, overall, it falls within the high range ( = 4.2, S.D. = 0.39) and finally, in terms of outcomes, overall, it is at a high level ( = 4.1, S.D. = 0.38) which shows that the evaluation of mathematical skills increased by 30.23%, indicating that the BBL activity set promotes higher mathematical skills for preschool children, consistent with the hypothesis.