A Study of Flluency and Flexbility in Fraction Learning among Grade 4 Students Using the Open Approach

Abstract

    The objectives of this research were: 1) to examine students' fluency and flexibility of thinking in learning fractions, and 2) to investigate students' behaviors related to fluency and flexibility of thinking in fraction learning. The sample consisted of 28 Grade 4 students in the first semester of the 2025 academic year at the Demonstration School of Srinakharinwirot University, Prasarnmit (Elementary Level), selected through cluster random sampling. The research instruments included: 1) twelve Open Approach lesson plans, 2) a test measuring fluency and flexibility of thinking, and 3) a behavior observation form. Data were analyzed using the Z-Test for population proportion.

   The research findings revealed that: 1) students demonstrated fluency and flexibility of thinking in fraction learning, with 78.57% of the sample scoring at least 60% of the total score, which was significantly higher than the hypothesized 60% criterion at the .05 level of significance; and 2) students showed increased behaviors in both fluency and flexibility of thinking, specifically demonstrated by their ability to generate a large number of solutions within a limited time, use various methods, adapt their thinking approaches according to the situation, and categorize the solutions from different perspectives.