Constructivist Theory for Student Majoring in Mathematics at Phranakhon Rajabhat University

Abstract

The purposes of this research were 1) to develop the mathematics activities, based on the Constructivist Theory for mathematicsmajors and 2) to study their learning outcome. The population was first-year mathematics majors of the College of Teacher Education, Phranakhon Rajabhat University. Derived through cluster sampling, the samples were two groups of first-yearmathematics majorsin the academic year 2014. Each group had 23 students.  The research tools were 1) four lesson plans based on the Constructivist Theory, organized around polynomial and factoring polynomials, polynomial functions and solving equations, rational functions and partial fractions, and exponential and logarithmic functions, 2) mathematics tests with the reliability of .75, and 3) a performance evaluation form.  The experiment and data collection lasted 16 hours during Semester 1 of the academic year 2014. The data were analyzed by using frequency, percentage, mean, and standard deviation.  One–sample t-test was employed to test the hypothesis.

        The research results revealed as follows:

1. The mathematics activities based on the Constructivist Theory encouraged the students to learn through individual work and group work. These activities stimulated analytical thinking, problem solving, and group discussions, which led to concept formulation.  The activities featured the following steps:  1) reviews of previous lessons, 2) presentation, 3) analyzing, and 4) application.


2. As for the learning outcome, the results are as follows:

2.1. The mean score of the students’ mathematical knowledge and skills was 67.69.  The standard deviation was 13.59.  The mean score comparison of their mathematical knowledge and skills with the criterion of 60 percent showed that of their score was higher at the significance level of .05.  In particular, 29 students or 63.04 percent of them earned more than 60 percent.               

2.2 After learning through the mathematics activities, based on the Constructivist Theory, 80 percent of the students were able to generate the correct and complete mathematical knowledge.  Those who were unable to generate the knowledge were provided with extra coaching based on the Constructivist Theory, which had been prepared in advance.  These students were mentored by ones who had already passed.  After the extra coaching, these students were asked to conclude the lessons and given the test.  The results showed that they all met the expected criterion of 60 percent.