The Development of Matthayom Sueksa One Students’ Learning Achievement in Mathematics on Exponents Using Constructivism and TAI Cooperative Learning Technique

Abstract

Background and Aims: Mathematics learning activities should be designed to develop students' mathematical skills and processes through real-life situations. By engaging students in practical applications, these activities can enhance their academic achievement in mathematics while also helping them understand how to apply mathematical concepts in everyday life. In this thesis, the researcher develops (1) learning activities based on constructivism and the TAI cooperative learning technique on exponents for Matthayom Sueksa One student with the criterion efficiency of 80/80; compares (2) the learning achievement in mathematics on exponents for the students under study using constructivism and the TAI cooperative learning technique before and after the study; and examines (3) the student satisfaction with the instruction and study of mathematics on exponents for the students under investigation using constructivism and the TAI cooperative learning technique.

Methodology: The sample population consisted of fourteen Matthayom Sueksa One students in one classroom at Wat Maruekhathayawan School (Wichit Chawanananratuppatham) in the first semester of the academic year 2024, using the technique of cluster sampling. The research instruments used in data collection consisted of nine lesson plans using constructivism and the TAI cooperative learning technique on exponents for Matthayom Sueksa One students, an academic achievement test in Mathematics on exponents for the students under study, and a form to measure the student satisfaction with the instruction and study of mathematics on exponents for Matthayom Sueksa One students using constructivism and the TAI technique. Data were statistically analyzed using percentages, means, and standard deviation. The dependent t-test technique.

Results: 1. The development of the learning activities based on constructivism and the TAI cooperative learning technique on exponents for Matthayom Sueksa One students found to exhibit the efficiency at 87.94/80.70, which was in line with the criterion efficiency of 80/80.           2. The comparison of the learning achievement in mathematics on exponents for Matthayom Sueksa One students using constructivism and the TAI cooperative learning technique was found to be at a higher level after the study, at a statistically significant level. 3. The student satisfaction with the instruction and study in mathematics on exponents for Matthayom Sueksa One students using constructivism and the TAI cooperative learning technique was found to be at a high level.

Conclusion: In summary, learning activities based on constructivism and the TAI cooperative learning technique have effectively raised student learning Achievement. These tactics help students to cooperate in learning, develop their knowledge and abilities, and help classmates let learning happen together happily.