The Development of Problem Solving Ability in Mathematics of Muthayomsuksa 3 Students by Using Open Approach

Abstract

              The purposes of this research were 1) to develop learning management by using open approach in mathematics for Mathayomsuksa 3 students under the efficient criterion 75/75. 2) to study the effectiveness index of learning activities through open approach in Mathayomsuksa 3 students. 3) to compare the learning achievement of students learned through open approach in Mathayomsuksa 3 students with 75 percent criterion and 4) to compare of students’ ability in mathematical problems solving who learned studied by using open approach in 75 percent criterion. The sample of this study were 32 students in Mathayomsuksa 3/1 students in the first semester of 2019 academic year from Dongluangwittaya school by cluster random sampling. The instruments of research such as the learning management plan by using open approach that mean of 4.71 was most appropriate. The academic achievement test in difficult index during 0.40 to 0.80, discrimination index during 0.20 to 0.80 and confidence index equal 0.87. The mathematical problem solving test in difficult index during 0.40 to 0.50, discrimination index during 0.60 to 0.68 and confidence index equal 0.90. The statistical data analysis included of mean, standard deviation, percentage, and one sample t-test. The results of the study were 1) to learning activities by using open approach in mathematics for Mathayomsuksa 3 students had the efficiency of 80.29/79.47 which was higher than the criterion of 75/75. 2) The effectiveness index of learning activity by using open approach in Mathayomsuksa 3 students was 0.71. 3) The academic achievement of students who learned by using open approach in Mathayomsuksa 3 students was higher than the criterion of 75 percent at the .01 level of significance and 4) The mathematics problem-solving ability of students learned by using open approach in Mathayomsuksa 3 students was higher than the 75 percent criterion at a significance level of .01.