THE EFFECTS OF 4 MAT MODEL LEARNING ACTIVITIES MANAGEMENT IN THE TOPIC OF FOUNDATION OF GEOMETRY ON MATHEMATICS LEARNING ACHIEVEMENT AND ATTITUDE TOWARDS MATHEMATICS LEARNING OF MATTHAYOM SUKSA I STUDENTS AT TESSABAN 3 (SRAKRATIEM) SCHOOL IN NAKHON PATHOM PROVINCE

Abstract

This research aimed (1) to compare Mathematics achievement on Basic Geometry between two groups of Mathayom Suksa 1 students: one group received 4 MAT learning activities while the other received traditional learning activities, and (2) to understand attitude of the students who received 4 MAT learning activities towards Mathematics on Basic Geometry in Mathayom Suksa 1 at Tessaban 3 (Srakratiem)             school in Nakhon Pathom province. Research instruments comprised: (1) a learning management plan of Basic Geometry with 4 MAT learning activities, (2) a learning management plan of Basic Geometry with traditional learning activities, (3) Mathematics achievement test of Basic Geometry with a content validity of 0.90, the difficulty (p) ranging 0.27 - 0.77, the discrimination (r) ranging 0.33 - 0.67 and the reliability was 0.93, and (4) attitude survey towards studying Mathematics with construct validity in average of 4.67 and standard deviation of 0.39, showing that the attitude survey was the most suitable with the discrimination (r) ranging 0.57 – 0.89 and reliability was 0.93. Statistics for data analysis included average, standard deviation and t-test. Findings revealed that (1) Mathematics achievement on Basic Geometry of students receiving 4 MAT learning activities was statistically higher than that of students receiving traditional learning activities, at significant level of .05 and (2) students receiving 4 MAT learning activities had attitude towards 4 MAT based learning Mathematics overall at the high level (= 4.45, S.D. = 0.66), considering each aspect ordered from the highest to the lowest as follows: at the highest level for knowledge, at a high level for feeling, and at a high level for behavior respectively.