DEVELOPING A MATHEMATICS LEARNING MODEL TO PROMOTE ANALYTICAL THINKING SKILLS AND ACADEMIC ACHIEVEMENT FOR UNDERGRADUATE STUDENTS

Abstract

This research article aims to study (1) to develop a mathematics learning management model to promote analytical thinking skills and academic achievement, (2) to evaluate the mathematics learning management model, and (3) to investigate student satisfaction with the mathematics learning management. The research designs is mixed-methods approach, utilizing the higher-order thinking skills theory as a theoretical framework. The research was conducted at the Suphanburi Campus of Rajamangala University of Technology Suvarnabhumi. The sample group consisted of 48 undergraduate students Faculty of Industrial Education.                A purposive sampling technique was employed. The research instruments included 1) a lesson plan, 2) an achievement test, 3) an analytical thinking test, and 4) a student satisfaction survey. Quantitative data was analyzed using descriptive statistics such as percentages, mean, and standard deviation, as well as inferential statistics such as the paired samples t-test. Qualitative data was analyzed using content analysis and descriptive narrative. The research findings revealed that

 (1) The research findings according to the first objective revealed that mathematics learning management model to promote analytical thinking skills consisted of problem presentation, providing feedback, group activities, technology utilization, stimulating interest, promoting analytical thinking, and providing guidance and follow-up.

(2) The research findings according to the second objective revealed that effectiveness of the mathematics learning management model was 76.14/78.40, and both analytical thinking ability and academic achievement exceeded the 75% criterion post-instruction.

(3) The research findings according to the third objective revealed that Satisfaction with the mathematics learning model was at a high level.

The body of knowledge from this study is that learners can acquire mathematics knowledge through an engaging learning model, resulting in enhanced analytical thinking skills, improved academic achievement, and increased satisfaction with mathematics learning.