A COMPARISON OF MATHEMATICAL PROBLEM-SOLVING SKILLS IN LINEAR INEQUALITY WITH ONE VARIABLE FOR 9TH GRADE STUDENTS BETWEEN LEARNING WITH AUGMENTED REALITY GAME BASED ON CONSTRUCTIVISM AND TECHNOLOGY-INTEGRATED

Abstract

The objectives of this research were: 1) to compare the mathematical problem-solving skills before and after learning of students who studied using augmented reality games based on constructivist approaches and students who learned through technology-integrated experiential learning in Grade 9 on the topic of linear inequalities with one variable; 2) to compare the mathematical problem-solving skills between students who studied using augmented reality games based on constructivist approaches and students who learned through technology-integrated experiential learning in Grade 9 on the topic of linear inequalities with one variable. This quantitative research employed cluster random sampling to select two classrooms of Grade 9 students from Kaennakhon Wittayalai School during the 2024 academic year. Data were collected using mathematical problem-solving skills assessment tools and analyzed using mean (), standard deviation (SD), and t-test. The findings revealed that: 1) Both instructional approaches significantly enhanced students' mathematical problem-solving skills at the .01 level of statistical significance; 2) Students who learned through augmented reality games based on constructivist approaches demonstrated significantly higher mean scores in mathematical problem-solving skills compared to the control group who learned through technology-integrated experiential learning at the .01 level of statistical significance.