THE EFFECTS OF APPLYING SCAFFOLDING TECHNIQUES WITH THINK PAIR SHARE TECHNIQUES TO PROMOTE MATHEMATICAL PROBLEMS SOLVING AND ACHIEVEMENT IN THE TOPIC OF DECIMAL OF FOURTH GRADE STUDENTS BY CONTROLLING A BASIC OF MATHEMATICS

Abstract

This research aimed to 1) compare the mathematical problem-solving ability and learning achievement of students before and after learning with the use of a Scaffolding Technique combined with a Think-Pair-Share Technique; 2) compare the mathematical problem-solving ability and learning achievement of students taught with the combined technique versus those taught with conventional methods, after controlling for their prior mathematical knowledge; and 3) investigate students' learning with the combined technique. The sample consisted of 61 fourth-grade students from two classrooms at Wat Ladkrabang School, Bangkok. The research instruments included lesson plans, a pre-test for prior knowledge, a problem-solving ability test, an achievement test, an interview form, and an observation form. Data were analyzed using One-way MANCOVA, Hotelling's T², and content analysis.

The findings revealed that 1) the students who learned using the combined technique showed a statistically significant improvement in both mathematical problem-solving ability and learning achievement after the intervention compared to before, at the .05 level; 2) after controlling for prior mathematical knowledge, the students who received instruction through the combined technique had higher mathematical problem-solving ability and learning achievement than those who received conventional instruction, with statistical significance at the .05 level; and 3) the students who received instruction utilizing the Learning Augmentation Technique showed positive development in knowledge, practice, and attitude, reflecting the positive outcomes of the instructional approach.