THE STUDY OF CRITICAL THINKING ABILITIES AND MATHEMATICS SELF-EFFICACY TOWARD MATHEMATICS PROBLEM-SOLVING FOR THE EIGHTH GRADE STUDENTS
Keywords:
Critical Thinking Abilities, Mathematics Self-Efficacy, Mathematics Problem-SolvingAbstract
This study aimed to: (1) compare the mathematical problem-solving ability of eighth-grade students classified by critical thinking levels. (2) compare the mathematical problem-solving ability of eighth-grade students classified by self-efficacy, and to (3) investigate the influence of critical thinking and self-efficacy on the mathematical problem-solving of eighth-grade students. The research sample comprised 105 eighth-grade students from Sarakham Pittayakom School. Samples were taken from a cluster random sampling. Research instruments included a critical thinking ability test, a mathematics self-efficacy test, a mathematical problem-solving test, and a interview form of solving mathematical problems. Research statics were analysis of variance: frequency, mean, percentage, standard deviation, One-Way ANOVA and individual case study analysis. Data were presented through task analysis.
The results of the study were as follow: (1) there were statistically significant differences at the .05 level in the mathematical problem-solving ability of eighth-grade students across different levels of critical thinking; (2) similarly, statistically significant differences were observed at the .05 level in the mathematical problem-solving ability of eighth-grade students with varying levels of self-efficacy; and (3) students demonstrating high levels of critical thinking and self-efficacy effectively understood problem requirements, could connect prior knowledge, and systematically planned their problem-solving approaches. Conversely, students at medium and low levels, while able to comprehend problems, often lacked the ability to plan appropriate solutions and displayed uncertainty in their answers, even when attempting to tackle complex problems and interpret them.
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