The Effects of Using Open-Ended Problems on Conceptual Understanding in Mathematics of Pyramids, Cones and Spheres of Grade 9 Students

Abstract

This research aims to investigate the comprehension of mathematical concepts such as pyramids, cones, and spheres in the context of learning management, using open-ended problems from grade 9 students. The target group was 36 grade 9 students in a large specialized high school in Bangkok in the second semester of the academic year 2023. This study employed instruments such as mathematics lesson plans that focused on pyramids, cones, and spheres, utilizing open-ended problems and assessing students' conceptual understanding through 10 subjective true-false tests, written explanations, and five subjective exams, enabling them to articulate their concepts and methods in detail. The data analysis utilized arithmetic mean, percentage, and standard deviation.

The research findings reveal that 1) students were able to grasp the mathematical concepts of pyramids, cones, and spheres through the use of open-ended problems that exceeded the set criteria by 60 percent, and 2) they were able to correctly answer both the answer and the reasoning question on the test. The research revealed that students achieved an average score of 12.58 points out of a total score of 15 points, successfully demonstrating concepts and methods in detail in the subjective test. The students achieved an average score of 23 points out of a total score of 30 points.