LOWER SECONDARY SCHOOL STUDENTS' ATTITUDES TOWARD MATHEMATICS LEARNING MANAGEMENT USING OPEN–APPROACH IN CONJUNCTION WITH JAPANESE TEXTBOOKS

Abstract

This research aimed to 1) examine factors affecting mathematics learning, and 2) to measure students' attitudes toward mathematics learning management using the Open Approach method with Japanese textbooks, comprising three aspects: 1) attitudes toward learning mathematics, 2) attitudes toward the developed learning process, and 3) attitudes toward teachers. The target group consisted of 30 students in Mathayomusuksa 1 to 3, in the academic year 2024 from Vithidham School of Sakon Nakhon Rajabhat University who had experienced learning through the developed mathematics learning management. The research instrument was a student attitude measurement scale. The statistics used in the research were mean, percentage, standard deviation, and data analysis using descriptive statistics in the form of tables, graphs, and analytical descriptions.

The research findings revealed that: 1) the most significant factor affecting students' mathematics learning was a lack of self–confidence, accounting for 50% of the students, which directly impacted their mathematics achievement; 2) the assessment of students' attitudes following exposure to the developed mathematics instruction across three dimensions indicated satisfactory levels: Dimension 1 – students' attitudes toward mathematics achieved a satisfactory level at 73.63% ( = 3.68, S.D. = 0.92); Dimension 2 – students' attitudes toward the developed instructional processes reached a satisfactory level at 76.08% ( = 3.80, S.D. = 0.89); Dimension 3 – students' attitudes toward instructors facilitating the learning process attained a satisfactory level at 78.67% ( = 3.93, S.D. = 0.75).