The Effects of Learning Activities Based on the GPAS 5 Steps Approach on Mathematical Concepts of Division Among Grade-2 Students
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Abstract
The objectives of this study were: (1) to compare the level of mathematical conceptual understanding of division among Grade-2 students before and after participating in learning activities based on the GPAS 5 Steps approach, (2) to compare the mathematical conceptual understanding of division among Grade-2 students after participating in the learning activities based on the GPAS 5 Steps approach with the criterion of 70%, and (3) to examine the retention of learning in division among Grade-2 students after participating in the learning activities based on the GPAS 5 Steps approach. The sample group consisted of one Grade-2 classroom, comprising eight students, at Chum chon Song Dao School, under the Sakon Nakhon Primary Educational Service Area Office 2, during the second semester of the 2024 academic year. The sample was selected using cluster sampling, with the school as the sampling unit. The research instruments included a lesson plan, which was rated at 4.76, indicating the highest level of appropriateness, and a mathematical conceptual understanding test with a reliability coefficient of 0.90. Data were analyzed using basic statistical methods and t-tests. The research findings revealed that: (1) the mathematical conceptual understanding of division among Grade-2 students after participating in the learning activities based on the GPAS 5 Steps approach was significantly higher than before at the .01 level, (2) the students' mathematical conceptual understanding of division after participating in the learning activities based on the GPAS 5 Steps approach exceeded the 70% criterion at a statistically significant level of .01, and (3) Grade-2 students who participated in learning activities based on the GPAS 5 Steps approach demonstrated retention of mathematical learning on the topic of division after a two-week interval.
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