Developing Mathematical Literacy of Grade 4 Students through Learning Activities Package Using Metacognitive Question Integrating with Guided Discovery Approach in Learning Addition Subtraction Multiplication and Division of Cardinal Numbers
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Abstract
This research aimed to develop mathematical learning activities package using metacognitive question integrating with guided discovery approach in learning addition subtraction multiplication and division of cardinal numbers of grade 4 students, to find the efficiency of the learning activities package, and to study on the mathematical literacy and satisfaction towards learning through the learning activities package created by the researcher. The samples were 32 grade 4 students of a school in Muang District of Yala province gaining by cluster random sampling. Pretest and posttest were given to the students
for assessing mathematical literacy before and after learning respectively followed by the questionnaire for assessing the satisfaction towards learning. The researcher analyzed the efficiency of the mathematical learning activities package by using E1/E2 equal to 70/70 criteria. Paired sample t-test was used to compare the score of mathematical literacy of the students before and after learning while One sample t-test was used to compare the post test score of mathematical literacy with 70% criteria. Moreover, descriptive statistics were used to describe the satisfaction of the students towards learning through the learning activities package created by the researcher. The results revealed that 1) the efficiency of the mathematical learning activities package was 72.04/75.93 2) the mathematical literacy of students after learning was significantly higher than before learning at 0.05 level of significance 3) the mathematical literacy of students after learning was significantly higher than 70% criteria, and 4) the mean score of
the satisfaction of the students towards learning through the mathematical learning activities package was 3.93 which was in the high level. The results can be the guideline for teachers in developing mathematical literacy of the students.
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