The Development of Learning Activities Using a Web Application and Cognitively Guided Instruction to Enhance Problem-Solving and MathematicalReasoning Abilities of Vocational Certificate Students

Abstract

This research aimed to: 1) compare the mathematical problem-solving ability of students who received learning activities using a web application combined with the Cognitively Guided Instruction (CGI) technique across the pre-learning, during-learning, and post-learning phases, and 2) compare the mathematical reasoning ability of students who received learning activities using a web application combined with the Cognitively Guided Instruction technique across the pre-learning, during-learning, and post-learning phases. The sample comprised 54 vocational certificate students enrolled in the Business and Service Mathematics course during the 2025 academic year at Thonburi Commercial College, selected via simple random sampling with the classroom as the sampling unit. The research instruments included: 1) four lesson plans, 2) a web application, and 3) three sets of tests measuring mathematical problem-solving ability and mathematical reasoning ability. Data were analyzed using mean, standard deviation, Repeated Measures ANOVA, and Bonferroni pairwise comparison.

The findings revealed that:
 
1. Students who learned through learning activities using a web application combined with the Cognitively Guided Instruction technique demonstrated statistically significant differences in mathematical problem-solving ability scores across the pre-learning, during-learning, and post-learning phases at the .05 level of significance, with mean scores showing a continuous upward trend from the pre-learning phase (15.39) through the during-learning phase (23.39) to the post-learning phase (32.46), out of a maximum score of 42.
2. Students who learned through learning activities using a web application combined with the Cognitively Guided Instruction technique demonstrated statistically significant differences in mathematical reasoning ability scores across the pre-learning, during-learning, and post-learning phases at the .05 level of significance, with mean scores increasing progressively from the pre-learning phase (3.19) to the during-learning phase (16.94) and the post-learning phase (17.33), out of a maximum score of 18.