The Development of Mathematics Learning Activities on Sequence and Series Using Constructivist Theory for Students in Mattayom 5

Abstract

          This study employed a quasi-experimental research design with the primary objectives of: (1) developing mathematics learning activities on the topic of sequences and series for Mathayom 5 students based on constructivist theory, aiming to meet an efficiency standard of 80/80; (2) comparing students’ academic achievement before and after participating in the constructivist-based instructional activities; and (3) examining students’ satisfaction with the developed learning activities.

The sample group consisted of 55 Mathayom 5 students from two classrooms at The Demonstration School of Ramkhamhaeng University, Academic Year 2024. The participants were selected using a cluster random sampling method, with the classroom serving as the sampling unit. The research instruments comprised: (1) seven lesson plans on sequences and series designed according to constructivist principles; (2) a 30-item multiple-choice achievement test, with a reliability coefficient of 0.83, difficulty indices (p) ranging from 0.25 to 0.72, and discrimination indices (r) ranging from 0.22 to 0.53; and (3) a 10-item questionnaire to assess students’ satisfaction with the constructivist-based learning management in the topic of sequences and series. The statistical methods employed for data analysis were percentage, mean and standard deviation. The findings revealed the following: (1) The learning activities demonstrated an effectiveness score of 86.79/80.06, exceeding the predetermined standard of 80/80. (2) Students’ academic achievement after the implementation of the constructivist-based instruction was significantly higher than before the instruction, at the .01 level of statistical significance. (3) Students expressed a high level of satisfaction with the learning activities, with an overall mean score of 3.93.