DEVELOPMENT OF ACTIVE LEARNING MANAGEMENT USING PHYSICAL ACTIVITY-BASED LEARNING INTEGRATED WITH PROBLEM-BASED LEARNING AND INQUIRY-BASED LEARNING TO PROMOTE MATHEMATICAL MINDSET AMONG PRIMARY SCHOOL STUDENTS
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Abstract
The purpose of this research article is 1) to develop active learning lesson plans using physical activity-based learning combined with problem-based learning and inquiry-based learning, and 2) to compare the mathematical mindsets of sixth-grade students at the Demonstration School of the University of Phayao before and after implementing the active learning lesson plans using physical activity-based learning combined with problem-based learning and inquiry-based learning. The sample consisted of 28 sixth-grade students in a single classroom during the second semester of the 2025 academic year, selected by purposive sampling. The research instruments were 1) a lesson plan appropriateness evaluation form, 2) the active learning lesson plans, and 3) a mathematical mindset assessment scale. Data were analyzed using percentage, mean, standard deviation, and dependent samples t-test.
The findings revealed that 1) the active learning lesson plans using physical activity-based learning combined with problem-based learning and inquiry-based learning were rated as highly appropriate (M = 4.60), consisting of four phases: Phase 1 Activation and Connection, Phase 2 Exploration and Discovery, Phase 3 Analysis and Problem-Solving, and Phase 4 Consolidation and Reflection, and 2) the mathematical mindsets of sixth-grade students at the Demonstration School of the University of Phayao after implementing the active learning lesson plans using physical activity-based learning combined with problem-based learning and inquiry-based learning were significantly higher than before implementation at the .05 level of statistical significance.
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