A Study of the Achievement, Mathematical Literacy and Attitude toward Learning of Pathomsuksa V Students by Creativity-Based Learning (CBL): Mixed-methods Research

Abstract

This research aims 1) to compare the learning achievement, mathematical literacy, and attitude toward learning and 2) to investigate the characteristics of learners with varying levels of learning achievement and mathematical literacy. The samples were sixty-one Prathomsuksa V students in the 2024 academic year from two classrooms at Anubanwapipathum School, under the Mahasarakham Primary Educational Service Office Area 2. The sample was obtained through Cluster Random Sampling. Group 1 consisted of thirty students who received conventional instruction. Group 2 consisted of thirty-one students who received Creativity-Based Learning (CBL). The research instruments included two types of lesson plans, Method 1 ten conventional lesson plans, each taught for one hour, and Method 2 ten Creativity-Based Learning lesson plans, each taught for one hour. There were also two types of tests. A 20 item learning achievement test and a 12 item mathematical literacy test. Other instruments included a 30 item attitude toward learning scale and a 7 item student interview form. The statistics used for data analysis were the mean, standard deviation, and hypothesis testing using One-way MANOVA.

The results are as follows.

1. The learning achievement, mathematical literacy, and attitude toward learning of Prathomsuksa V students who received Creativity-Based Learning (CBL) instruction were statistically significantly higher than those who received conventional instruction at the .05 level of significance.

2. The characteristics of learners with varying levels of learning achievement and mathematical literacy showed distinct patterns. Students with low learning achievement and mathematical literacy tended to exhibit behaviors that reflected a lack of learning enthusiasm, primarily attributed to factors such as non-strict family environments, unproductive use of leisure time, and minimal social interaction with others. Conversely, students with high learning achievement and mathematical literacy tended to display behaviors conducive to academic success, including responsibility, diligence, a positive attitude, and the acceptance of differing opinions from others.