The effects of problem-based learning activities integrated with the TPACK model on mathematical problem-solving skills related to the topic of ratio among Grade 6 students
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Abstract
This study aimed to (1) examine the development and retention of mathematical problem-solving skills through problem-based learning (PBL) integrated with the TPACK model, and (2) investigate student satisfaction with the instructional approach. A one-group pretest–posttest design with a retention test administered two weeks after instruction was employed. The target group consisted of 11 sixth-grade students. The instructional program comprised six lesson plans totaling 12 hours of learning on the topic of ratios, structured around a six-step PBL–TPACK framework. Research instruments included a mathematical problem-solving skills test (60 points maximum), validated by experts (IOC = 1.00; reliability = 0.90), and a five-point Likert-scale satisfaction questionnaire. Pseudonyms (G1–G11) were used in individual-level data reporting to protect participant confidentiality. Quantitative data were analyzed using descriptive statistics, the Wilcoxon Signed-Rank Test, and a comprehensive set of effect size measures, including Cohen's , Hedges' , and Normalized Change. The findings revealed that students demonstrated a statistically significant improvement in mathematical problem-solving skills at the .05 significance level, with mean scores rising from 13.27 (SD = 6.21) at pretest to 27.73 (SD = 12.02) at posttest (Z = 2.934, p = .003). The mean percentage of development was 24.09%, with a Normalized Change of 0.31. Effect sizes were large (Cohen's = 1.70; Hedges' = 1.57), indicating substantial practical significance despite the small sample size (n = 11). Regarding skill retention, the p-value exceeded the significance threshold; no statistically significant difference was found between posttest mean scores (27.73) and retention test mean scores administered two weeks later (29.09) (Z = −1.019, p = .308), suggesting a tendency toward short-term retention of learning gains over the two-week period. Furthermore, students reported the highest level of satisfaction with the PBL–TPACK instructional activities (overall mean = 4.52, SD = 0.44). These findings highlight the effectiveness of integrating PBL with the TPACK model in both developing and sustaining students' mathematical problem-solving skills, while also fostering a high degree of learner satisfaction within the Thai primary education context.
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