The Development of Mathematics Problem Solving for grade 8 students using KWDL Learning Activities with Application

Abstract

Background and Aims: The study addressed the persistent issue of limited mathematical problem-solving ability among Grade 8 students at Ban Nong Dern School, Roi Et Province. The core problem identified was students’ insufficient understanding of how to analyze mathematical problems systematically. Many were unable to distinguish between the given information and the required solution, which led to confusion, a lack of planning, and unstructured solution processes. To overcome these difficulties, this study adopted the KWDL instructional approach integrated with applications—Quizizz, GeoGebra, and QANDA—as a pedagogical innovation to enhance students’ mathematical problem-solving competence. The objective was to develop students’ problem-solving ability so that all participants achieved at least 80 percent proficiency.

Methodology: This study employed an action research design following the cyclical process proposed by Kemmis and McTaggart. The target group consisted of three Grade 8 students at Ban Nong Dern School. Research instruments included: (1) six lesson plans (a total of 12 hours) rated at the highest level of appropriateness ( = 4.94–4.95); (2) a six-item subjective mathematical problem-solving test with an item-objective congruence index (IOC) of 1.00 for all items; and (3) a four-item student interview form, also with an IOC of 1.00. Data were analyzed using percentages, means, and qualitative content analysis.

Results: The findings revealed a steady improvement in students’ mathematical problem-solving ability across all three action cycles. In the first cycle, 33.33% of students met the performance criterion (  = 14.33); in the second, 66.67% (  = 19.00); and in the third, 100% ( = 23.00). These results indicate that the KWDL learning approach, integrated with applications, effectively enhanced students’ problem-solving ability, meeting the established performance benchmark.

Conclusion: The KWDL learning model, combined with educational applications, encouraged systematic analytical thinking, enabling students to connect prior knowledge with new concepts and construct understanding independently. The use of Quizizz, GeoGebra, and Q&A in different learning stages promoted motivation, engagement, and interaction with mathematical content. Consequently, students demonstrated deeper conceptual understanding and greater efficiency in solving problems. The findings align with Constructivist learning theory, which emphasizes active knowledge construction through reflection, exploration, and reasoning.