The Development of Mathematical Learning Activities Linear Equation of One by using SQRQCQ Strategy together with Realistic Mathematics Education Approach to Enhance Problem - Solving Skills for Grade 7 Students

Abstract

This research aimed to 1) develop mathematical learning activities on linear equation in one variable using the SQRQCQ strategy, in conjunction with real-life education to enhance mathematical problem-solving skills for grade 7 students and assess the effectiveness of learning activities created by the researcher, 2) examine mathematical problem-solving skills of the students with learning activities created by the researcher, 3) study grade 7 students’ learning achievement before and after learning with activities created by the researcher, and 4) study  grade 7 students’ satisfaction with the learning activities created by the researcher. The sample for this study consisted of 35 grade 7 students from Bannangsata Wittayanusorn School Bannangsata District, Yala Province, selected through a cluster random sampling technique. Data was collected by assigning the sample group to complete pre-test for assessing learning achievement and mathematical problem-solving skills before instruction, followed by using the learning activities created by the researcher. A post-test and a satisfaction survey were then administered to assess students’ satisfaction with the learning activities. The data were analyzed for the effectiveness of the activities based on the  criterion, which equal to 75/75. The statistical inference method, t-Test, was used to compare students’ problem-solving skills before and after learning, learning achievement scores, and mathematical problem-solving skills after learning with standard 75 percent criteria. Descriptive statistics included mean and standard deviation were used to analyze students’ satisfaction with learning activities created by the researcher.         

             The research findings revealed that 1) the effectiveness of mathematical learning activities was 76.73/77.03, which was higher than the set criteria, 2) average scores of the students’ mathematical problem-solving skills after learning were significantly higher than before at significance level of 0.05 and average scores of students’ mathematical problem-solving skills after learning were significantly higher than the 75 percent at the significance level of 0.05, 3) average learning achievement scores after learning were significantly higher than before at significance level of 0.05, and 4) average satisfaction scores of the students were at 4.16