THE EFFECT OF USING LEARNING PACKAGE BASED ON PROBLEM-BASED LEARNING WITH FINANCIAL CONTEXT TOWARDS MATHEMATICAL LITERACY OF UPPER SECONDARY SCHOOL STUDENTS

Abstract

Mathematical literacy is the capacity of each person to formulate, employ, and interpret and evaluate mathematics to solve problems in real-life contexts. It's also defined as the tools for predicting and describing real-life phenomena. The objective of this research was to study the development of upper secondary school students' mathematical literacy after learning through learning packages based on problem-based learning with a financial context. The participants for the research were 35 upper secondary school students from a school in Bangkok. The research instruments included the learning packages based on problem-based learning with financial context and mathematical literacy tests. The research results were analyzed using descriptive statistics, frequency and percentages, and a K-means clustering algorithm to generate groups based on the transition of students’ level of mathematical literacy. The results of this research revealed that students' level of mathematical literacy after learning through learning packages based on problem-based learning with financial context were mostly at a moderate and good level, which was higher than that of students before learning; additionally, the students' level of mathematical literacy after learning through the learning packages increased students’ tendency to formulate and employ mathematical concepts, while literacy in terms of interpreting and evaluating did not change.

Keyword: Mathematical literacy, Problem-based learning, Learning packages, Financial context