The Study Mathematical Problem Solving Ability and Learning Achievement on Fundamental Counting Principle of Mathayomsuksa Five Students by Using The Four - Point Instructional Model

Abstract

The objectives of this research were 1) to study the characteristics of learning activities organized according to The Four - Point Instructional Model for learning development on fundamental counting principle and 2) to study mathematical problem solving ability and mathematics learning achievement of mathayomsuksa five students on fundamental counting principle by using The Four – Point Instructional Model. The sample of this research consisted of 35 mathayomsuksa five students that was selected by cluster random sampling. The instruments used in this research were 1) mathematics lesson plans on fundamental counting principle, 2) mathematical problem solving ability test, and 3) mathematics achievement test. The data were analyzed in terms of percentage, mean, standard deviation, t-test statistics, and content analysis.

The results of the research were as follows: 1) characteristics of learning activities organized according to The Four - Point Instructional Model for learning development on fundamental counting principle were consisted of 4 steps: (1) large-group problem posing, (2) small-group problem solving, (3) large- group discussion about the students’ findings and discoveries, and (4) extended assignments and projects, 2) students had mathematical problems solving ability on fundamental counting principle after receiving the learning management based on The Four - Point Instructional Model were higher than 60% at the .05 level of significance and 3) students had mathematics learning achievement on fundamental counting principle after receiving the learning management based on The Four - Point Instructional Model were higher than 60% at the .05 level of significance.