The Effects of 4Ex2 Instructional Model Integrated with Higher-Order Questions on the Mathematical Problem-Solving Ability of Grade 11 Students
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Abstract
The purposes of this research were: (1) to develop 4Ex2 instructional model plans integrated with higher-order questioning to enhance the mathematical problem-solving ability and mathematics learning achievement of Grade 11 students with an efficiency criterion of 70/70; (2) to compare the mathematical problem-solving ability and mathematics learning achievement of Grade 11 students after receiving the 4Ex2 instructional model integrated with higher-order questioning with the 70 percent criterion; and (3) to compare the mathematical problem-solving ability and mathematics learning achievement of Grade 11 students before and after receiving the 4Ex2 instructional model integrated with higher-order questioning. The sample consisted of 30 grade 11 students from Class 11/1 of the 2024 academic year. The sample was collect using cluster random sampling from a random school in kadrang district, Mahasarakham. The research instruments included: (1) 4Ex2 instructional model plans integrated with higher-order questioning, (2) a mathematical problem-solving ability test, and (3) a mathematics achievement test. The data were analyzed using percentage, mean, standard deviation, one-sample t-test, and dependent samples t-test. The results revealed that the developed 4Ex2 instructional model integrated with higher-order questioning on arithmetic and geometric sequences achieved an efficiency of 80.27/71.52, which met the established criterion of 70/70. In addition, the students’ mathematical problem-solving ability and mathematics learning achievement after the implementation were significantly higher than the 70 percent criterion at the .05 level. Furthermore, the post-test scores of both mathematical problem-solving ability and mathematics learning achievement were significantly higher than the pre-test scores at the .05 level. These findings indicate that the 4Ex2 instructional model integrated with higher-order questioning is effective in enhancing mathematical problem-solving ability and mathematics learning achievement of Grade 11 students.
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