The development of picture books with educational games to promote mathematics skills for early childhood, kindergarten 2

Title                       The development of picture books with educational games to      promote mathematics skills  for early childhood, kindergarten 2

Author                    Yupin  Namjit

Academic Year          2017

 

                                             Abstract

 

The purposes of this study to develop picture books with educational gamesto promote mathematics skills  for early childhood, kindergarten 2 and to find out the result of promoting mathematics skills  for early childhood, kindergarten 2 after the implementation of picture books and educational games. The sample of the study consisted of 28 students in kindergarten 2/4 in semester 2, Bansrimaharacha Municipal School, Sriracha Municipality, Chonburi Province by using cluster random sampling. The instruments used included picture books and mathematics readiness test. The data were analyzed by using percentage, standard deviation and t-test (One-sample test for the mean).The results of the study were as follow :

  1. The result of the development of picture books to promote mathematics skills

for early childhood, kindergarten 2 was found that achieving 12 picture books to promote mathematics skills  for early childhood, kindergarten 2. The quality of 12 picture books was as follow : Picture book 1 “Knowing numbers not more than ten” which was at very good level. Picture book 2 “Comparing numbers of two things” which was at good level. Picture book 3 “Ordering things not more than three”  which was at very good level. Picture book 4 “Summation of two things not more than five” which was at very good level. Picture book 5 “Ordering lengths and heights not more than three things” which was at very good level. Picture book 6 “Ordering weight not more than three things” which was at very good level. Picture book 7 “Ordering sizes not more than three things” which was at good level. Picture book 8 “Routine activities” which was at good level. Picture book 9 “Ordering routine activities” which was at good level. Picture book 10 “Position of things” which was at very good level. Picture book 11 “Similar shapes” which was at good level. Picture book 12 “Different shapes” which was at very good level.

  1. The result of the development of educational games to promote mathematics

skills  for early childhood, kindergarten 2 was found that achieving 12 games as follow : 1) Grouping the pictures of fruits with Thai numerals ๑-๕ Game 2) Grouping the pictures of fruits with Arabic numerals 1-5 Game 3) Grouping the pictures of animals with Thai numerals ๖-๑๐ Game 4) Grouping the pictures of animals with Arabic numerals 6-10 Game 5) Grouping things with Arabic numerals 1-5 Game 6) Grouping things with Arabic numerals 6-10 Game   7) Number Dominoes Game 8) Summation of number 1-5 Game 9) Grouping geometry Game 10) Grouping and ascending order Game 11) Matching geometry with numbers Game         12) Matching similar pictures Game. All educational games were appropriate for promoting mathematics skills  for early childhood, kindergarten 2 which had index of item objective  congruence (IOC) at 1.00.

  1. The result of promoting mathematics skills for early childhood, kindergarten 2

after the implementation of picture books was found that the students’ mathematics readiness scores on numbers were statistically significant higher than criterion 70 percent at the level of .01. The students’ mathematics readiness scores on measurement were statistically significant higher than criterion 70 percent at the level of .01. The students’ mathematics readiness scores on geometry were statistically significant higher than criterion 70 percent at the level of .01. The students’ overalls scores were statistically significant higher than criterion 70 percent at the level of .01.

  1. The result of promoting mathematics skills for early childhood, kindergarten 2

after the implementation of educational games was found that the students’ mathematics readiness scores on numbers were statistically significant higher than criterion 70 percent at the level of .01. The students’ mathematics readiness scores on measurement were statistically significant higher than criterion 70 percent at the level of .01. The students’ mathematics readiness scores on geometry were statistically significant higher than criterion 70 percent at the level of .01. The students’ overalls scores were statistically significant higher than criterion 70 percent at the level of .01.

 

 

 

 

 

 

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