Effects of Mathematics Learning Activities Using CORE Learning Model on Mathematical Conceptual Knowledge and Reasoning Abilities of Lower Secondary Students

Abstract

The purposes of this research were: 1) to compare the mathematical conceptual knowledge of the students following instruction using the CORE learning model at the 70% level; 2) to compare the mathematical reasoning abilities of the students before and after instruction using the CORE learning model; and 3) to compare the mathematical reasoning abilities of the students after instruction using the CORE learning model at the 60% level. The subjects consisted of 35 ninth grade students, and the instruments used for data collection included a mathematical conceptual knowledge test, and mathematical reasoning abilities tests. Data were analyzed using arithmetic mean, standard deviation, and t-test. The results of the research revealed that: 1) the mathematical conceptual knowledge of the students following instruction using the CORE learning model were higher than the minimum criteria of 70% at the .05 level of significance; 2) the mathematical reasoning abilities of students following instruction using CORE learning model were higher than those of the students before instruction at the .05 level of significance; and 3) the mathematical reasoning abilities of the students after instruction using the CORE learning model were higher than the minimum criteria of 60% at the .05 level of significance.