Development of an Instructional Process Based on Problem Posing and Authentic Learning to Enhance the Mathematics Problem-Solving Ability of Elementary School Students in Nakhon Pathom
DOI:
https://doi.org/10.14456/educu.2023.16Keywords:
mathematics problem solving, problem posing, authentic learningAbstract
This research aimed to develop and study the efficiency of an instructional process based on problem posing and authentic learning in order to improve the mathematics problem-solving ability of primary school students in Nakhon Pathom province. The research was research and development-oriented and was divided into 2 phases: phase 1 focused on the development of the instructional process,
while Phase 2 involved an experiment for the instructional process using a quasi-experimental research method. The sample group consisted of 67 students in grade 6 categorized into 34 students in
the experiment group and 33 students in the control group. The tool for data collection was an assessment form for mathematics problem-solving ability. The results showed that: 1) The developed instructional process comprised of 5 steps; presenting a new problem situation and self-reflection, building a learning community, brainstorming with the group process, presenting and sharing the group concept, and summarizing and problem extension; 2) The experiment group had a higher average score for mathematics problem-solving ability for the post-test than the control group at the significance of .05
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