Activity-Based Learning and Higher-Order Questions for Developing Mathematics Problem-Solving Ability in Sixth-Grade Students
Keywords:
Activity-based learning, High-level questioning, Mathematical problem-solvingAbstract
The purpose of this research was to: 1) Compare the mathematics learning outcomes of Grade 6 students before and after the implementation of a learning process based on activities combined with higher-order questioning. 2) Compare the problem-solving abilities of Grade 6 students in mathematics before and after the implementation of a learning process based on activities combined with higher-order questioning. And 3) Investigate the satisfaction of Grade 6 students towards the learning process based on activities combined with higher-order questioning. The sample group used in this study consisted of 14 Grade 6 students from Wat Sukkasem School, Semester 1, Academic Year 2024. The sampling method using cluster random sampling using school as the unit for sampling. The research instruments included: 1) A lesson plan based on activities combined with higher-order questioning. The Index of Item Objective Congruence (IOC) from the 5 experts ranged from 0.80 to 1.00. 2) A test to measure learning outcomes. The difficulty index (p) of the final version ranged from 0.30 to 0.80, and the discrimination power (r) ranged from 0.2 to 0.6. The test's reliability, calculated using the Kuder-Richardson formula (KR-20), was found to be 0.84, which is within an acceptable range. 3) A test to assess problem-solving abilities in mathematics. The analysis revealed that the difficulty values ranged from 0.65 to 0.67, the discrimination power values ranged from 0.22 to 0.30, and the Cronbach’s alpha coefficient was 0.98, which met the acceptable criteria. and 4) A satisfaction survey. The analysis revealed that the IOC values were 1.00 for all evaluation items. The statistical methods used to analyze the data included the mean (M), standard deviation (SD), and t-test for dependent samples. The results of the research showed that: 1) The learning outcomes in mathematics were significantly higher than before the lesson, with statistical significance at the .05 level. 2) The problem-solving abilities were significantly higher than before the lesson, with statistical significance at the .05 level. 3) The overall satisfaction level was very high.
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