A STUDY OF LEARNING ACHIEVEMENT ON FUN WITH RECTANGULAR PRISMS LEARNING UNIT AND MATHEMATICAL LITERACY OF GRADE 5 STUDENTS USING REALISTIC MATHEMATICS EDUCATION WITH THINK-TALK-WRITE TECHNIQUE

Abstract

The purposes of this study were to 1) Compare grade 5 students’ learning achievement on fun with rectangular prisms learning unit before and after learning using Realistic Mathematics Education with Think-Talk-Write technique, 2) Compare learning achievement after learning with a criterion of 70 percent, and 3) Compare mathematical literacy before and after learning. This study was a pre-experimental research using a one-group design. The target group of 12 grade 5 students in the second academic year of 2024 at Ban Dankrongkrang school, Nakhon Ratchasima Province. The sample were selected using cluster random sampling. The research instruments comprised four lesson plans grounded in the Realistic Mathematics Education with the Think-Talk-Write technique, each with a duration of three hours, totaling twelve hours, The data collection tools consisted of a 20-item, four-option multiple-choice learning achievement test and mathematical literacy test comprising 8 multiple-choice items with four alternatives and 8 open-ended items. The data were statistically analyzed by percentage, mean, Standard Deviation and t-test. The findings of this research were as followed: 1) Learning achievement of grade 5 students after using Realistic Mathematics Education with Think-Talk-Write technique was significantly higher than before learning at the .05 level, 2) Learning achievement after the learning was not higher than 70% with statistical significance at the .05 level, 3) Mathematical literacy after the learning was significantly higher than before learning at the .05 level.