Effects of Learning Activity Management Using Cognitively Guided Instruction (CGI) with Problem Solving Processes DAPIC to Mathematical Problem-Solving Ability and Learning Achievement of Mathayomsuksa 1 Students

Abstract

The purposes of this research were: 1) to compare the mathematical problem-solving ability on ratio proportion and percentage of Mathayomsuksa 1 students after receiving learning activities based on cognitively guided instruction (CGI) with problem-solving process DAPIC, using a criterion of 70%, and 2) to compare the mathematics learning achievement on ratio proportion and percentage of Mathayomsuksa 1 students after receiving learning activities based on cognitively guided instruction (CGI) with problem-solving process DAPIC, using a criterion of 70%. The sample comprised 40 Mathayomsuksa 1 students enrolled in the first semester of the 2024 academic year at Bansuanudomvittaya School, Chonburi Province, selected through cluster random sampling. The research instruments included six instructional lesson plans, a mathematical problem-solving ability test, and a mathematics learning achievement test. Data were analyzed using statistical methods such as arithmetic mean, percentage, standard deviation, and t-test. The findings indicated that: 1) students' mathematical problem-solving ability significantly exceeded the established criterion of 70% at the .05 level of significance, and 2) students’ mathematics learning achievement also surpassed the 70% criteria with statistical significance at the .05 level.