DEVELOPING MATHEMATICAL PROBLEM-SOLVING ABILITY THROUGH COOPERATIVE LEARNING USING TGT TECHNIQUE ON ADDITION AND SUBTRACTION FOR SECOND GRADE STUDENTS

Abstract

       The cooperative learning approach, using the TGT technique, effectively enhances second-grade students’ mathematical problem-solving abilities in addition and subtraction, while also strengthening their critical thinking and collaborative learning. The objectives of this study were: 1) to examine second-grade students’ mathematical problem-solving abilities in addition and subtraction through the use of cooperative learning with the TGT technique, and 2) to investigate the learning progress in mathematical problem-solving through the TGT cooperative learning technique among second-grade students. This study employed a quasi-experimental design. The quasi-experimental sample, selected through purposive sampling, consisted of 20 second-grade students from Romklao School in the second semester of the 2025 academic year. The research instruments included: 1) seven lesson plans, 2) a 20-item mathematical problem-solving ability test, and 3) a classroom observation record form. The data were analyzed using percentages, means, and standard deviations.

            The findings revealed that: 1) the students’ mathematical problem-solving abilities in addition and subtraction after learning through the TGT cooperative learning technique were higher than before the intervention; and 2) the students’ learning progress in mathematical problem- solving, assessed before and after the implementation of the TGT technique, was at a high level.