THE EFFECTS OF PROBLEM–BASED LEARNING AND COGNITIVE STRUCTURE OF BRUNER ON LEARNING ACHIEVEMENT AND ABILITY OF SOLVING MATH PROBLEMS OF 10TH GRADE SECONDARY SCHOOL STUDENTS

Abstract

            The purposes of the research were to study and compare the mathematics learning achievement and the mathematics problem solving between the experimental group students and control group students using Randomized Control-Group Pretest-Posttest Design.            The sample groups used in this study were Mathayomsuksa 4 students in semester 2 of the academie year 2022, selected by cluster random sampling. The research instrument were: 1) The problem–based learning and cognitive structure of Bruner on learning management lesson plans, 2) the normal learning management lesson plans, 3) The mathematics learning achievement test which had the reliability of 0.94 , the difficulty was between 0.50 to 0.77, and discrimination (r) was between 0.23 to 0.54, and 4) The mathematics problems solving ability test which had the reliability of 0.873, difficulty was between 0.62 to 0.73 and the discrimination was between 0.31 to 0.46. Data were analysed by percentage, means, standard deviation, One-way MANCOVA and One-sample t-test.The research result showed that after learning both groups had higher mathematics learning achievement and higher ability of mathematics problem solving. The experimental group students had higher learning achievement on mathematics problem solving after learning than control group students’ achievement and higher than the set criteria of 70%.