Development of an Instructional Model for Mathematics Learning Integrating Problem-Solving Processes Using the Eipser Model to Enhance Creative Problem-Solving Ability Among Primary School Students

Abstract

This research aimed to (1) investigate the current conditions and needs for developing a mathematics instructional model, (2) design and develop an instructional model based on the EIPSER Model, (3) implement the model, and (4) evaluate its effectiveness in enhancing creative problem-solving abilities of primary school students. The sample consisted of 35 Grade 3 students, selected through cluster sampling using classrooms as the sampling unit. The research instruments consisted of six types: (1) an interview form, (2) a questionnaire, (3) an instructional management model, (4) a manual for implementing the instructional management model, (5) lesson plans, and (6) a mathematical problem-solving ability test. Data were analyzed using mean, standard deviation, and dependent t-test.

The findings revealed that: (1) current mathematics instruction primarily relied on lecture-based approaches, lacked real-life contextual connections, and insufficiently promoted creative problem-solving skills; the overall Priority Needs Index (PNI_modified) was .236, with the highest need in media and problem characteristics (PNI_modified = .295); (2) the developed EIPSER Model comprised six stages: Engage, Integration, Problem Solving, Summary, Evaluate, and Reflection; (3) the implementation results indicated that the lesson plans were appropriate at a high level (= 4.50, S.D. = .52), and students’ creative problem-solving ability after instruction was significantly higher than before at the .05 level, with a large effect size (0.903), and exceeded the 80% criterion at the .05 significance level; and (4) the model evaluation by experts was at the highest level (=4.55, S.D. = .50), confirming its practical applicability in primary education contexts.