The Impact of Open Learning Approach on Mathematical Problem-Solving Skills and Academic Achievement in Basic Counting Principles among Grade 11 Students

The Impact of Open Learning Approach on Mathematical Problem-Solving Skills and Academic Achievement in Basic Counting Principles among Grade 11 Students

Article Number: e2025304 | Available Online: July 2025 | DOI: 10.22521/edupij.2025.17.304

Netnapa Sarakun , Yannapat Seehamongkon

Full text PDF | 2302 | 1715

Abstract

Background/purpose. This research aimed to 1) Compare mathematical problem-solving skills and academic achievement before and after learning the topic of Basic Counting Principles of Grade 11 students who were taught by traditional learning methods and open learning approach. 2) to compare mathematical problem-solving skills and academic achievement after learning the topic of Basic Counting Principles of Grade 11 students who were taught by traditional learning methods and an open learning approach. 3) to study students’ satisfaction with the open learning approach on the topic of Basic Counting Principles.

Materials/methods. This research is an experimental design with a Pre-Test-Post-Test with a Real Control Group. The samples used in the study were 2 classes of Grade 11 students, 75 people, who were selected by Cluster Random Sampling. The tools used for data collection were an open learning approach plan and a traditional learning methods plan, a test to measure mathematical problem-solving skills, an achievement test, and a satisfaction survey towards an open learning approach.

Results. The research results found that 1) students in both groups had mathematical problem-solving skills and academic achievement after studying higher than before studying at a statistical significance level of 0.05 2) students in the open learning approach group had mathematical problem-solving skills and academic achievement after studying higher than the group that received traditional learning methods at a statistical significance level of 0.05 and 3) students had the highest level of satisfaction with the open learning approach, with a mean value of 4.84 and a standard deviation of 0.11.

Conclusion. The open learning approach enables learners to develop analytical thinking and problem-solving skills effectively, as well as creating greater satisfaction in learning compared to traditional learning. Therefore, it should be promoted to use this approach in managing mathematics learning in secondary schools.

Keywords: Open learning approach, mathematical problem-solving skills, academic achievement

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