Development of an Enrichment Curriculum According to the Concepts of Context-based Learning through the Use of Problem-based Learning for Enhancing Mathematical Skills and Processes for Sixth Grade Students

Abstract

The purposes of this study were 1) to investigate the state, expectation, and need of mathematical skills and processes of teachers’ satisfaction, 2) to develop an enrichment curriculum according to the concepts of context-based learning through the use of problem-based learning for enhancing mathematical skills and processes for sixth grade students, 3) to compare mathematical skills and processes between before and after the experiment, 4) to compare attitude towards learning mathematics between before and after the experiment, and 5) to examine students’ satisfaction with learning. The curriculum development comprised 3 steps: 1) study basic data, 2) create a curriculum, and 3) improve the curriculum. The sample used in experiment was 21 sixth grade students of Ban Nong Chaiwan School, which was selected by purposive sampling. The instrument used in experiment was learning management plans, a test of skills and processes in mathematics, a form for measuring attitude towards mathematical learning, and a satisfaction questionnaire. Statistics used in data analysis were percentage, mean, standard deviation; modified priority needs index (PNI), and t-test for dependent samples. The findings were as follows: 1. Results of investigating the state, expectation and need of mathematical skills and processes showed that the overall state was at moderate level (= 2.91); the overall expectation was at high level (= 4.40) and the overall need of skills and processes in mathematics as indicated by PNI was at 0.57. 2. The enrichment curriculum according to the concepts of context-based learning through the use of problem-based learning for enhancing mathematical skills and processes for sixth grade students comprised 8 components: origin and significance, basic concepts, principles, objectives, content structure, learning activity organization process, learning media, and measurement as well as evaluation. 3. The students had significantly higher skills and processes in mathematics after the treatment than those skills and processes before the treatment at the .01 level. 4. The students had significantly higher attitude towards learning mathematics after the treatment than that before the treatment at the .01 level. 5. The students were satisfied with activity organization of the curriculum at the highest level (= 4.61).