Development of Mathematical Problem – Solving Ability on Prism and Cylinder Topic Using Problem-Based Learning Management for Grade 8 Students

Abstract

This research aimed to the following three objectives: 1) assess the mathematical problem-solving abilities of grade 8 students in the context of prisms and cylinders using problem-based learning management, with a benchmark criterion of 70 percent proficiency; 2) compare the achievements of grade 8 students in mathematics before and after prisms and cylinders using problem-based learning management, and 3) study the level of satisfaction of grade 8 students regarding their mathematics learning experience, specifically centered around the topic of prisms and cylinders and the use of problem-based learning. The research sample comprised of 23 grade 8 students from Mahachai Phitthayakhom School located in Somdet District, Kalasin Province, Thailand. Selection was carried out through cluster random sampling. The research employed the following instruments: 1) a learning management plan, 2) an achievement test, 3) a mathematics problem-solving ability test, and 4) a satisfaction test. Data were analyzed using percentage, mean, standard deviation, and t-test statistics. The research outcomes revealed the following results: 1) Grade 8 students who received instruction through problem-based learning exhibited commendable mathematical problem-solving abilities in the context of prisms and cylinders. Their average score of 41.22 points accounted for 82.43 percent of the maximum achievable score, surpassing the 70 percent proficiency threshold. This difference was statistically significant at the 0.05 level. 2) Mathematics learning achievement on prisms and cylinders using problem-based learning after learning was significantly higher than before learning at with statistical significance at the 0.05 level. 3) Students reported the highest level of satisfaction with the problem-based learning in their mathematics education.