Development of the Ability to Work on Mathematical Projects of Mattayomsuksa 2 Students, Wattanothaipayap School with Instructional packages

Abstract

          This research aimed 1) to study the effectiveness of the learning packages for enhancing the ability to work on mathematical projects  2) to compare the academic achievement in doing mathematical projects  3) to study the ability to do mathematical projects, and 4) to study the satisfaction of learning mathematics with the learning packages for enhancing the ability to work on mathematical projects of Mattayomsuksa 2 students. The sample groups of the research were Mattayomsuksa 2 students at Wattanothaipayap School in the academic year 2021. The sample groups were selected by using cluster sampling. The research tools included 1) instructional packages for enhancing the ability to work on mathematical projects, 2) lesson plans, 3) assessment forms for the instructional packages, 4) tests for measuring academic achievement, 5) assessment forms for measuring the ability in doing mathematical projects, and 6) students’ satisfaction survey forms. The data were analyzed and calculated for frequency, mean, percentage, mean percentage, t-test, and the analysis of content.
          The results of the study revealed that 1) the efficiency of the instructional packages for enhancing the ability to work on mathematical projects for Progressive Mathematics 3 subject and Progressive Mathematics 4 subject were 85.28/83.38 and 86.10/85.05, which was higher than the goal efficiency of 80/80, respectively, 2) the academic achievement scores between pretest and posttest were significantly different at the .01 level. 3) the ability to work on mathematical projects of Mattayomsuksa 2 students in the first semester has an average scores of 85.47, which meant very good, and the second semesters has an average scores of 85.29, which meant very good and 4) students were excited and happy to do the activities in the instructional packages, practiced and understood the processes of working on mathematical projects, developed their critical thinking skills, and practiced systematically working. The uses of the instructional packages made learning easier to understand and more interesting . The instructional packages also made students proud to apply the philosophy of Sufficiency Economy to their real life. Furthermore, students can learn by doing from the activities in the instructional packages and gained beneficial knowledge about the philosophy of Sufficiency Economy which can be applied to mathematical projects and in students’ daily life.