The Action Research on Metacognitive Strategy Learning Activities Supplemented with Activity Packages Emphasizing on Mathematical Problem- Solving Processes on Linear Equation in One Variable Affecting Mathematical Problem-Solving Ability for the Seventh Grade Students

Abstract

The objectives of this research were 1) to develop metacognitive strategy learning activities supplemented with activity packages emphasizing on mathematical problem-solving processes on Linear Equation in One Variable affecting mathematical problem-solving ability for the seventh grade students by using the action research to have the efficiency based on the criterion of 75/75, 2) to study the mathematical problem-solving ability of the seventh grade students learning by using the metacognitive strategy learning activities supplemented with activity packages emphasizing on mathematical problem-solving processes, and 3) to compare mathematical learning achievement on Linear Equation in One Variable by using metacognitive strategy learning activities supplemented with activity packages emphasizing on the mathematical problem-solving processes of the seventh grade students between before and after learning. The target group used in the research consisted of 29 students studying in the seventh grade, room 1/2, in the first semester in the academic year of 2023 at Nawangsuksawit School, Nongbua Lamphu Province selected by purposive sampling. The research instruments were divided into 3 parts: 1) the research instruments consisting of 1.1) lesson plans for metacognitive strategy learning activity management with the Index of the Item Objective Congruence (IOC) of 1.00 and 1.2) learning activity packages emphasizing on mathematical problem-solving processes with the appropriateness value of 4.87, 2) the instruments used to reflect the findings of the implementation consisting of 2.1) a learning management observation form for teachers with IOC of 1.00, 2.2) a learning management observation form for students with IOC of 1.00, 2.3) a quiz used at the end of the implementation cycle with the difficulty between .34-.78, the index of the discrimination of .33, and the reliability of .89, and 2.4) a self-assessment report with IOC of 1.00, and 3) the instruments used to evaluate the research findings consisting of 3.1) a test used to measure the mathematical problem-solving ability with the difficulty between .69-.75 and the index of the discrimination between .37-.41 and 3.2) a test used to measure mathematical learning achievement with the difficulty between .31-.75, the index of the discrimination between .37–.73, and the reliability of .92. The quantitative data were analyzed by mean, percentage, and standard deviation, and the qualitative data were analyzed by content analysis technique to find guidelines for improving learning activity management to have more efficiency for the future cycles.
The research findings were as follows.
1. The metacognitive strategy learning activities supplemented with activity packages emphasizing on mathematical problem-solving processes for the seventh grade students by using the action research had the efficiency of the processes and the outcomes at 76.61/83.43.
2. The mean score of the mathematical problem-solving ability of the seventh grade students after learning by using the metacognitive strategy learning activity management supplemented with activity packages base on mathematical problem-solving processes was 16.21 equivalent to 81% which was higher than the criterion score, 75%, regulated.
3. The mathematical learning achievement of the seventh grade students by using the metacognitive strategy learning management supplemented with activity packages base on mathematical problem-solving processes after learning was higher than that before learning, the mean score of 25.03 for after learning and the mean score of 12.97 for before learning, with the statistical significance at the level of .05.