THE EFFECTS OF PROJECT-BASED LEARNING MANAGEMENT SUPPLEMENTAL WITH DESIGN THINKING APPROACH MATHEMATIC THINKING PROCESS SKILLS AND LEARNING ACHIEVEMENT OF GRADE 5 STUDENTS

Abstract

This research aimed to compare the mathematical process skills and students’ learning achievement of Grade 5 students before and after learning through project-based learning (PBL) enhanced with design thinking and compare the mathematical process skills and students’ learning achievement with the 70% criterion; The sample consisted of 12 Grade 5 students from Ban Dong Pattana School, Chaiwan District, Udon Thani Province, under the Office of Udon Thani Primary Educational Service Area 3, during the second semester of the 2024 academic year. The sample was selected using purposive sampling because the population used in this experiment is a small school in the Chaiwan School Group. which are similar in terms of number of students community context and the abilities of students with mixed abilities, good, medium, and weak. The research instruments included (1) five lesson plans based on PBL enhanced with design thinking, each lasting four hours, (2) an achievement test on triangles, and (3) a mathematical process skills assessment (adopted from the Institute for the Promotion of Teaching Science and Technology, IPST). The data were analyzed using mean, percentage, standard deviation, Dependent Samples t-test, and One Sample t-test.

          The results of the study revealed that students’ mathematical process skills after the learning intervention ( = 3.17) were significantly higher than before the intervention ( = 1.63). Similarly, their academic achievement scores after learning ( = 33.25) were higher than the pre-learning scores         ( = 27.88).

          Furthermore, both the mathematical process skills ( = 3.72) and academic achievement        ( = 35.42) post-intervention were significantly higher than the 70% benchmark, with statistical significance at the .05 level.

          These findings indicate that project-based learning enhanced with design thinking is an effective instructional approach that supports student development across multiple dimensions, including academic skills, critical thinking abilities, and life skills.