The Development of an Active Learning Model for Mathematics Instruction for Grade 10 Students

Abstract

This research aimed to (1) develop an active learning model for mathematics for Grade 10 students; (2) compare students’ mathematical problem-solving abilities before and after learning through the developed active learning model; (3) compare students’ mathematics learning achievement before and after learning through the developed active learning model; and (4) study students’ satisfaction with learning through the active learning model. The sample consisted of 24 Grade 10 students from Princess Chulabhorn Science High School Loei. The research instruments included the active learning model, lesson plans, a mathematical problem-solving ability test, a mathematics achievement test, and a student satisfaction questionnaire. Data were analyzed using the t-test, mean, and standard deviation.

          The research results found that: 1.The developed active learning model for Grade 10 mathematics consisted of six steps: (1) Engage – preparing students for learning by dividing them into mixed-ability groups and motivating them through situations that help them review prior knowledge essential for the lesson; (2) Explore – presenting interesting problems or situations related to students’ experiences to help them understand the problems and collaboratively plan how to solve them; (3) Experience – engaging students in group activities to analyze information and find solutions using various tools and materials, with the teacher allocating sufficient time for self-directed exploration; (4) Exchange – allowing students to present and communicate their ideas, discuss and compare answers, and listen to their peers’ perspectives; (5) Explain – enabling students to summarize knowledge, describe the methods or procedures used, reflect on their thinking, and verify the reasonableness of their answers; and (6) Extend – encouraging students to apply the principles, rules, and problem-solving methods they have discovered to new situations to further develop their learning according to their abilities and aptitudes. 2.Students’ mathematical problem-solving ability after learning through the developed active learning model was significantly higher than before learning at the .05 level. 3.Students’ mathematics learning achievement after learning through the developed active learning model was significantly higher than before learning at the .05 level. 4. Students’ satisfaction with learning through the developed active learning model was at a high level, with an average score of 4.37.