The Development of an Enrichment Curriculum Based on Problem-Based Learning for Numbers and Algebra, Mathematics for First-Year Secondary School Students

Abstract

The study aimed at the following objectives: 1) to gather basic information for developing an enrichment curriculum based on problem-based learning for numbers and algebra in the mathematics subject for first-year secondary school students; 2) to design and evaluate the quality of the enrichment curriculum; and 3) to implement and assess the outcomes of using the problem-based learning curriculum for numbers and algebra in the mathematics subject with first-year secondary school students. The sample for Phase 1 of the study included two groups: 40 teachers and 400 secondary school students (from first to third year) from the Dechana Udom Cluster, under the Secondary Education Service Area Office of Ubon Ratchathani and Amnat Charoen. The sample for the trial of the enrichment curriculum consisted of 35 first-year students from Nakhra Saeng School during the 2023 academic year. The data collection tools included a background information questionnaire, a problem-solving skills assessment, a desired behavior assessment, a learning achievement test, and an attitude survey. The statistical methods for data analysis included frequency, percentage, mean, standard deviation, content validity index, item difficulty and discrimination, test reliability, and t-tests.

The research findings revealed that: 1) Teachers' opinions on the problem-based learning approach were at a moderate level ( = 2.77, S.D. = 1.03), and students' opinions were similarly moderate ( = 2.80, S.D. = 1.32). 2) The developed enrichment curriculum included principles, objectives, structure, and procedures designed to enhance students' knowledge, problem-solving skills, and desirable traits that foster the problem-based learning process. The curriculum was found to be of propriety at a high level ( = 4.57, S.D. = 0.10). 3) After using the enrichment curriculum, students achieved an average score of 34.09 points (85.21%), surpassing the set criteria. Students demonstrated problem-solving skills at a high level ( = 4.24, S.D. = 0.08), desirable behavior at a high level ( = 4.21, S.D. = 0.07), and attitudes toward problem-based learning at the highest level ( = 4.61, S.D. = 0.11). The curriculum was revised to ensure alignment between the principles, objectives, content structure, and procedures.