The Effects of Problem-Based Learning Activities on Mathematical Problem –Solving Abilities and Learning Achivement of Surface Area and Volume of Vocational Education of The First Year Students

Abstract

             The purposes of this research were 1) to compare the mathematical problem solving abilities on surface area and volume of the first year vocational education students after learningwith problem–based learning activities with the criterion of 70% and 2) to compare mathematical learning achievement on surface area and volume of the first year vocational education students after learning with problem–based learning activities with the criterion 70%.

               The sample were 40 first year vocational education students, derived from one class, in the first semester of academic year 2017 at Nayaiam Vocational Education of Industrial Community College, Nayaiam District, Chanthaburi Province selected by cluster random sampling. The research instruments used in this research consisted of 1) six lesson plans, 2) mathematical problem solving abilities test with reliability of 0.98 and 3) mathematical learning achievement test on surface area and volume with the reliability of 0.83. The data were analyzed using mean (X), standard deviation (S), and t-test for one sample. The finding were as follows:

1. The mathematical problem solving abilities on surface area and volume of the first year vocational education students after learning with problem–based learning activities were higher than the criterion of 70 % at the .05 level; and


2. The mathematical learning achievement on surface area and volume of the first year vocational education students after learning with problem–based learning activities higher than the criterion of 70% at the .05 level.