The Development of Mathematics Learning Achievement on Division by Learning Management Using Skills Exercises Combined with Mathematics Games for three years Students

Abstract

The purposes of this research were: 1) to compare students' mathematics learning achievement on division before and after the intervention; and 2) to examine the satisfaction of third-grade students toward learning mathematics through skill-based exercises integrated with mathematical games. The sample consisted of 13 third-grade students from Chatree Wittaya School during the 2025 academic year, obtained through simple random sampling. The research instruments included: 1) 20 lesson plans; 2) skill-based exercises integrated with mathematical games; 3) a mathematics achievement test with a reliability coefficient (KR-20) of 0.81; and 4) a satisfaction assessment scale with a reliability coefficient of 0.84. Data were analyzed using mean, standard deviation, and t-test for dependent samples.

The research findings were as follows:

1. The post-test mean score of mathematics achievement (= 16.15, S.D. = 1.07) was significantly higher than the pre-test mean score (= 6.77, S.D. = 0.93) at the .05 statistical significance level.
2. The overall satisfaction of third-grade students toward the learning management using skill-based exercises and mathematical games was at the highest level (= 4.56, S.D. = 0.49). Considering each aspect, the highest mean score was Content (= 4.64), followed by Knowledge and Benefits ( = 4.61), and Learning Activities ( = 4.56), all of which were at the highest level. The Learning Innovation aspect reached the lowest mean score ( = 4.44), which was at a high level.