The Development of Mathematical Problem-Solving Ability on Integers for Mathayomsuksa 1 Students Using Problem-Based Learning (PBL) with Games

Abstract

This research aimed to (1) assess whether students taught through problem-based learning (PBL) with games achieve mathematical problem-solving abilities that meet or exceed the 70% proficiency criterion, (2) compare the learning achievements of students before and after learning through PBL with games, and (3) enrolled the satisfaction of students who experienced learning through PBL with games. The sample consisted of 50 students from two classes of Mathayomsuksa 1 at Bangdeewittayakom School, studying in the first semester of the academic year 2024, selected through cluster sampling. The research instruments included: (1) educational games; (2) game-enhanced PBL lesson plans; (3) an achievement test; (4) a mathematical problem-solving ability test; and (5) a survey measuring student satisfaction with the game-enhanced PBL approach. The data were analyzed using percentage, mean, standard deviation, one sample t-test, and t-test for dependent samples. The findings revealed that: 1) students taught using game-enhanced PBL achieved mathematical problem-solving scores averaging 79.60%, significantly exceeding the 70% proficiency criterion (p<.05), 2) students who experienced game-enhanced PBL demonstrated significantly higher mathematical problem-solving achievement in post-intervention assessments compared to their pre-intervention performance (p<.05), 3) students reported high levels of satisfaction with the game-enhanced PBL approach.