Effects of Applying the Theory of Fraivillig to Develop Mathematical Thinking on a Parabola of Ninth - Grade Students

Abstract

The objectives of this thesis research were to develop a mathematical
lesson plan based on Fraivillig’s theory, a parabola, for the ninth grade students
whose performance following the standard of 75/75 to find the effectiveness
index of the mathematical lesson plan, a parabola, based on Fraivillig’s approach,
to compare the student achievement, a parabola, based on Fraivillig’s approach,
to compare the effects of mathematical development, a parabola, based on
Fraivillig’s approach, and to study the students’ satisfaction before and after
learning mathematics, a parabola, based on Fraivillig’s approach. The sample for
this research consisted of 38 students from Mahasarakham University
Demonstration School, studying in the first semester of the 2555 academic year,
selected by random sampling method by using Cluster Random Sampling. The
experimental took 20 hours in 10 weeks. The experimental tool used in the study
were : 1. The efficiency of the mathematical lesson plan based on Fraivillig’s
approach . 2 The mathematical competency test about 7 items. 3. The 25
multiple choices of Achievement Tests. 4. The Satisfaction of learning, 17 items,
divided into three parts with five scales of each question.
The statistics used in data analysis were percentage, mean and standard
deviation, and hypothesis testing using t - test (Dependent Samples).
The results of the study were as follows.
1. The efficiency of the mathematical lesson plan based on Fraivillig’s
approach was 65.57 / 44.95.
2. The effectiveness index of mathematical lesson plan, a parabola,
based on Fraivillig’s approach was 0.24. So the students’ knowledge was increased
24%.
3. The student achievement after learning based on Fraivillig’s
approach, a parabola, was higher than before learning, and the statistically
significant was at the .05 level.
4. The development of the mathematical lesson plan based on
Fraivillig’s approach, a parabola, was higher than before learning, and the
statistically significant was at the .05 level.
5. Based on findings that the ninth grade students were very satisfied
with the development of mathematical ideas, based on Fraivillig’s approach, a
parabola, in a whole and each aspect.