A Study of Multigrade Learning to Develop basic mathematical Skills of Early Childhood From Place-based Learning

Abstract

This research aimed to 1. study the mathematical abilities of preschool children who received a place-based learning experience in a mixed-grade classroom, and 2. compare the mathematical abilities of preschool children before and after the place-based learning experience in a mixed-grade classroom. From the place-based learning experience.

The sample group used in this research was 8 kindergarten students from grades 1-3 at Ban Tung Kradon School, under the Office of the Nakhon Ratchasima Primary Educational Service Area 1, second semester of the 2022 academic year, selected by cluster random sampling. The research instruments were 3 learning experience plans: Fun Playground Unit, Lovely Cafeteria Unit, and Pleasure Field, for a total period of 9 weeks. The instruments used for data collection were Performance Test and Mathematical Ability Test. The data were then analyzed. By finding percentage, mean, standard deviation (S.D.), t-test and Willcoxon Signed-Rank test, the results of the study found that.

The findings of this research were as followed: 1. The results of the study of the mathematical abilities of early childhood children before and after the arrangement of experiences using the place as a base in the mixed-grade classroom were significantly different at the .05 level. 2. The mathematical abilities of early childhood children who received experiences using the place as a base in the mixed-grade classroom after studying were significantly higher than before studying at the .05 level.

Keywords: Development, Mathematical abilities, Place-based Learning