DEVELOPING MATHEMATICS LEARNING ACHIEVEMENT ON THE TOPIC OF MULTIPLICATION THROUGH THINK-PAIR-SHARE LEARNING MANAGEMENT COMBINED WITH BOARD GAMES FOR SECOND-YEAR PRIMARY SCHOOL STUDENTS

Abstract

This research article aimed to: 1) Compare students’ mathematics learning achievement on the topic of multiplication before and after learning; 2) Compare students’ post-learning achievement with the 80 percent criterion; and 3) Examine students’ satisfaction toward Think-Pair-Share learning management combined with board games. The study employed a one-group pretest-posttest experimental design. The population consisted of 311 Grade 2 students from 13 classrooms in 7 schools under the Nathawi-Chang Network. The sample comprised 28 Grade 2/1 students from Ban Lamlong School, selected through cluster random sampling using the classroom as the sampling unit. The research instruments included lesson plans, a learning achievement test, and a satisfaction questionnaire. The statistics used for data analysis were mean, standard deviation, dependent samples t-test, and one-sample t-test. The board games were designed to connect multiplication concepts through skip counting by equal groups, matching numbers with products, and accumulating scores or moving game pieces according to numerical relationships, enabling students to understand multiplication more concretely. Meanwhile, the Think-Pair-Share process promoted greater peer interaction among students. The research findings revealed that: 1) Students’ post-learning achievement ( = 17.00, S.D. = 1.22) was significantly higher than their pre-learning achievement ( = 7.89, S.D. = 2.67) at the .01 level (t = 24.96); 2) Students’ post-learning achievement was significantly higher than the 80 percent criterion, or 16 points, at the .01 level (t = 4.35); and 3) Students’ overall satisfaction was at the highest level ( = 4.50, S.D. = 0.29).