The Development of Training Kits to Enhance Learning Outcomes and Mathematical Problem - Solving Skills According to the Vygotsky and Feuerstein Theoretical Frameworks for Mathayom Suksa 3 Students

Abstract

The purposes of this research were to 1) investigate the needs and identify appropriate learning activity guidelines for enhancing mathematical problem-solving skills among Mathayom Suksa 3 students; 2) develop and determine the efficiency of the training kits; and 3) examine the effectiveness of the developed training kits. The research sample consisted of 32 Mathayom Suksa 3 students from one classroom selected through cluster random sampling, with the classroom serving as the sampling unit. The research instruments included: lesson plans on Linear Inequalities in One Variable comprising 15 instructional hours; four training kit booklets on Linear Inequalities in One Variable, including Booklet 1: General Knowledge of Linear Inequalities in One Variable, Booklet 2: Solutions and Graphical Representations of Linear Inequalities in One Variable, Booklet 3: Solving Linear Inequalities in One Variable, and Booklet 4: Applying Knowledge of Linear Inequalities in One Variable to Problem Solving; and a learning achievement test administered before and after instruction, consisting of 25 items, including 20 multiple-choice items and 5 subjective items. The data were analyzed using mean, standard deviation, and dependent-samples t-test. The findings revealed that: 1) learning activities designed to enhance mathematical problem-solving skills should emphasize participatory learning, guided learning, and mediated learning experiences to develop students’ cognitive structures; 2) the developed training kits achieved an efficiency rating of 83.39/85.00, exceeding the established criterion of 80/80; and 3) students’ learning outcomes and mathematical problem-solving skills after using the training kits were significantly higher than those before instruction at the .05 level of statistical significance.