The Effects of Mathematics Learning Activities on Fractions Based on the Constructivism Theory on Matthayom Sueksa One Students

Abstract

In this quasi-experimental research, the researcher develops mathematics learning activities on fractions based on the constructivism theory for Matthayom Sueksa One students with the criterion efficiency of 80/80. The researcher compares the academic achievement in mathematics on fractions of the students studying with the constructed learning activities prior to and after the study. The researcher examines the student satisfaction with the constructed mathematics learning activities. The sample population consisted of thirty-nine Matthayom Sueksa One students in one classroom in the first semester of the academic year 2019 at the Demonstration School of Ramkhamhaeng University (Secondary Level). The technique of cluster sampling was used for students from eight classrooms. The research instruments consisted of the following: (1) the lesson plans for the mathematics learning activities on fractions based on the constructivism theory; (2) a test of the academic achievement on fractions; and (3) a questionnaire eliciting the student satisfaction with the constructed mathematics learning activities. The statistics used in the data analysis were percentage, arithmetic mean, and standard deviation. The test to locate the means of the differences prior to and after the study was conducted using a technique of dependent t test. Findings are as follows: (1) The constructed mathematics learning activities exhibited an efficiency of 84.98/82.71 in accordance with the criterion of 80/80; (2) The academic achievement in mathematics on fractions of the students under study exhibited a higher level after the study than prior to the study at the statistically significant level of 0.05; and (3) The student satisfaction with the constructed mathematics learning activities overall was at a high level.