Abstract
This research aimed to develop and study the efficiency of an instructional process based on problem posing and authentic learning in order to improve the mathematics problem-solving ability of primary school students in Nakhon Pathom province. The research was research and development-oriented and was divided into 2 phases: phase 1 focused on the development of the instructional process, while Phase 2 involved an experiment for the instructional process using a quasi-experimental research method. The sample group consisted of 67 students in grade 6 categorized into 34 students in the experiment group and 33 students in the control group. The tool for data collection was an assessment form for mathematics problem-solving ability. The results showed that: 1) The developed instructional process comprised of 5 steps; presenting a new problem situation and self-reflection, building a learning community, brainstorming with the group process, presenting and sharing the group concept, and summarizing and problem extension; 2) The experiment group had a higher average score for mathematics problem-solving ability for the post-test than the control group at the significance of .05.
Publisher
Faculty of Education, Chulalongkorn University
DOI
10.14456/educu.2023.16
First Page
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Last Page
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Recommended Citation
Worapin, Krissada
(2023)
"Development of an Instructional Process Based on Problem Posing and Authentic Learning to Enhance the Mathematics Problem-Solving Ability of Elementary School Students in Nakhon Pathom,"
Journal of Education Studies: Vol. 51:
Iss.
2, Article 7.
DOI: 10.14456/educu.2023.16
Available at:
https://digital.car.chula.ac.th/educujournal/vol51/iss2/7
