Comparison of Mathematical Problem Solving Skills and Learning Achievement on Ratios, Proportions, and Percentages of the 7th Grade Students Between Guided Inquiry-Based and Normal Learning Management

Abstract

The objectives of the research were 1) to compare mathematical problem solving skills of the seventh grade students being taught by guided inquiry-based learning management before and after learning, 2) to compare mathematical learning achievement of the seventh grade students being taught by guided inquiry-based learning management before and after learning, 3) to compare mathematical problem solving skills of the seventh grade students being taught by guided inquiry-based and normal learning management, and 4) to compare mathematical learning achievement of the seventh grade students being taught by guided inquiry-based and normal learning management. The samples used in this research were the seventh grade students at Chanthaburi Dramatic Art of College in the second semester in the academic year of 2022. They were randomized to be in an experimental group and a control group by using their classrooms to be the units of the randomization and by sample sampling. The amount of the students in the experimental group and the control group were 30 and 31 students respectively. The research instruments were 1) learning management plans, 2) a test used to measure mathematical problem solving skills, and 3) a test used to measure mathematical learning achievement. The statistics used were mean, standard deviation, t-test, and One-way ANCOVA.

            The research findings were as follows.

1. The mathematical problem solving skills of the seventh grade students being taught by guided inquiry-based learning management after learning were higher than those before learning with the statistical significance at the level of .01.
2. The mathematical learning achievement of the seventh grade students being taught by guided inquiry-based learning management after learning was higher than that before learning with the statistical significance at the level of .01.
3. The mathematical problem solving skills of the seventh grade students being taught by guided inquiry-based learning management were higher than those of the seventh grade students being taught by normal learning management with the statistical significance at the level of .01.
4. The mathematical learning achievement of the seventh grade students being taught by guided inquiry-based learning management was different from the mathematical learning achievement of the seventh grade students being taught by normal learning management without the statistical significance at the level of .01.