Effect of Learning Management on Vectors Using Problem-Based Learning with Creative Questioning for Promoting Mathematical Connection Skills of Grade-11 Students
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Abstract
This study aimed to: (1) determine the efficiency of problem-based learning (PBL) combined with creative questioning based on the 70/70 criterion; (2) compare students’ mathematical knowledge connection skills after the intervention with the 70% criterion; (3) compare students’ mathematics learning achievement after the intervention with the 70% criterion; (4) compare students’ mathematical knowledge connection skills before and after the intervention; and (5) compare students’ mathematics learning achievement before and after the intervention. The sample consisted of Grade-11 students at Khonsan Wittayakhom School in the first semester of the 2022 academic year, selected through cluster random sampling. The research instruments included lesson plans based on PBL combined with creative questioning, a subjective test measuring mathematical knowledge connection skills, and a four-option multiple-choice test measuring mathematics learning achievement. The results showed that the efficiency of the problem-based learning combined with creative questioning was 78.47/76.03, which was higher than the specified criterion. Students who learned through problem-based learning combined with creative questioning had mathematical knowledge connection skills higher than the 70 percent criterion, with statistical significance at the .05 level. Students who learned through problem-based learning combined with creative questioning had mathematics learning achievement higher than the 70 percent criterion, with statistical significance at the .05 level. Students’ mathematical knowledge connection skills after learning were significantly higher than before learning at the .05 level. Lastly, students’ mathematics learning achievement after learning was significantly higher than before learning at the .05 level.
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