The Effects of Learning Activities Management Based on Constructivist Theory with Higher–Order Questions on Learning Achievement and Mathematical Reasoning Ability of Grade 7 Students

Abstract

Background and Aims: Mathematics is important for the development of human thinking, enabling individuals to think systematically and logically, and to solve problems effectively. In teaching mathematics at the secondary school level, the curriculum and research highlight the significance of mathematics in developing both skills and mathematical processes. However, the evaluation results from the school where the research was conducted revealed that the performance was below the institution's standards for several consecutive academic years. The researcher, therefore, analyzed the problem, studied learning theories, teaching models, research works, and relevant theories. It was found that learning activities should be designed using constructivist theory with higher-order questions to create learning activities that focus on the process and foster critical thinking skills. This approach aims to investigate the effectiveness of addressing issues related to learning achievement and mathematical reasoning ability. The purposes of this research: 1) To compare the student’s mathematical learning achievement on “linear equation with two variable” of grade 7 students after learning from activities management based on constructivist theory with higher-ordered questions with 70 percent criterion and 2) To compare the student’s mathematical reasoning ability on “linear equation with two variable” of grade 7 students after learning from activities management based on constructivist theory with higher-ordered questions with 70 percent criterion.

Methodology: This research used a quasi-experimental design, a One-Group Post-test Design. The subjects of this study were 37 grade 7 students in the second semester of the 2024 academic year at Saensuk School in Chonburi. They were randomly selected by using cluster random sampling. The instruments were: 7 lesson plans, a mathematics learning achievement test, and a mathematical reasoning ability test. The data were analyzed by mean, standard deviation, and t-test for one sample.

Results: The results of the study were: 1) A comparison of mathematical learning achievement on “linear equation with two variable” of grade 7 students after learning from activities management based on constructivist theory with higher-ordered questions, showed an average score of 15.97 point, equivalent to 79.85 percent, which was higher than the 70 percent criterion at 0.05 level of statistical significance and 2) A comparison of mathematical reasoning ability of grade 7 students after learning from activities management based on constructivist theory with higher-ordered questions, showed an average score of 15.70 point, equivalent to 74.76 percent, which was higher than the 70 percent criterion at 0.05 level of statistical significance.

Conclusion: Learning activities management based on constructivist theory with higher–order questions on learning achievement and mathematical reasoning ability on “linear equation with two variables” of grade 7 students was higher than the 70 percent criterion at the 0.05 level of statistical significance.