The Development of Learning Activities by Using Productivity-Based Learning with Creativity-based Learning on Three-Dimensional Geometry for Promoting Spatial Sense and Learning Achievement for Grade 6 Students

Abstract

Developing a learning activity set that integrates productive and creative learning management for the topic of three-dimensional geometric shapes aims to enhance the spatial awareness and academic achievement for sixth-grade students. This research assesses the effectiveness and outcomes of the developed activity set, followed by an examination of the improvement in spatial awareness achieved by the researcher. The sample group for this study consisted of 30 sixth-grade students from Nawawit School in Khok Pho District, Pattani Province, selected through cluster random sampling. Data collection involved administering a pre-learning achievement test and a pre-learning spatial awareness assessment to the sample group before implementing the designed learning activities. Subsequently, a post-learning test was conducted using the same activity set. The researcher analyzed the effectiveness of the activity set based on the E1/E2 criteria, which were set at 75/75. Inferential statistics, specifically the t-test, were utilized to compare spatial awareness scores before and after learning, as well as to compare achievement scores using the activity set created by the researcher. Additionally, scores for spatial awareness after learning were compared against a 75% benchmark. Descriptive statistics, including mean and standard deviation, were employed to analyze the learning activities developed by the researcher.

The research findings revealed that: 1) The effectiveness of the mathematics learning activity set was 76.08/77.17, which is higher than the set benchmark; 2) The mean score of spatial awareness after learning was significantly higher than before learning at the 0.05 level; 3) The mean score of spatial awareness after learning was significantly higher than the 75% benchmark at the 0.05 level; 4) The mean score of academic achievement after learning was significantly higher than before learning at the 0.05 level.