Effects of Organizing Mathematics Learning Activity by Using Scaffolding Strategies for Developing Mathematical Problem-solving Ability on Fundamental Counting Principles of Mathayomsuksa 4 Students

Abstract

The purposes of this research were to; 1) study the mathematical problem-solving ability of Mathayomsuksa four students on Fundamental Counting Principles by using scaffolding strategies; and 2) study students' opinion toward organizing mathematics learning on Fundamental Counting Principles by using scaffolding strategies. The participants were 31 Mathayomsuksa four students of 1 classroom in the second semester of the academic year 2019 at Nongnamsaipittayakom School. The participants were selected by cluster random sampling from 4 classrooms. The research instruments consisted of 10 mathematics lesson plans on Fundamental Counting Principles by using scaffolding strategies, ability tests on mathematical problem-solving on Fundamental Counting Principles, the index of item-objective congruence ranged from 0.67-1.00, and students' opinion questionnaire toward organizing mathematics learning by using scaffolding strategies. Percentage, mean, standard deviation, and one sample t-test were used for analyzing data. 

The research findings revealed that: 1) the mathematical problem-solving ability of Mathayomsuksa four students on Fundamental Counting Principles by using scaffolding strategies after learning was higher than 60% at .05 level significantly, and 2) almost all students agreed with organizing mathematics learning by using scaffolding strategies at a high level.