The Development of Active Learning Activities Using Digital Media to Enhance Communication and Mathematical Interpretation for Grade 7 Students

Abstract

 
This research aimed to (1) examine the mathematical communication and interpretive skills of         secondary students after engaging in active learning activities using digital media, (2) compare              students’ learning achievements before and after participating in active learning activities focused on linear equations with one variable, and (3) examine the satisfaction of secondary 1 students with digital media-based active learning activities on linear equations with one variable.The sample group consisted of 14 secondary 1 students from Ban Yang Kadao School during the first semester of the 2024 academic year, selected through simple random sampling, using classrooms as the randomization unit. The research instruments included 14 lesson plans, 14 digital media video clips, four subjective tests to assess mathematical communication and interpretive skills (one question per test) with      difficulty indices ranging from 0.65 to 0.72, discrimination indices from 0.37 to 0.56, and a reliability coefficient of 0.69,  a 20-item multiple-choice mathematics achievement test with difficulty indices ranging from 0.48 to 0.70, discrimination indices from 0.48 to 0.70, and a reliability coefficient of 0.86, and Student satisfaction questionnaire, 15 questions. Satisfaction assessment results have IOC values ​​ranging from 0.80 to 1.00. Statistical analyses included mean, standard deviation, and the Wilcoxon test.
The results revealed that:
1) Students’ mathematical communication and interpretive skills were rated as very good, with an average score of 3.50.
2) Post-test achievement scores were significantly higher than pre-test scores at the .05 level of significance.
3) Students expressed high satisfaction with the learning activities, with an average satisfaction score of 4.48 and a standard deviation of 0.65.