The Results of Implementing Mathematic Learning Activities Based on the Constructivist Approach Combined with Cooperative Learning Using the TGT Technique on Linear Inequalities with One Variable for Matthayom Sueksa Three Students at Horwang Pathum Thani School

Abstract

This study aimed to: (1) develop mathematics lesson plans based on a constructivist approach integrated with cooperative learning using the TGT (Teams–Games–Tournaments) technique on linear inequalities in one variable for Grade 9 students, with an efficiency criterion of 80/80; (2) compare students’ learning achievement before and after the implementation of the instructional approach; and (3) examine students’ satisfaction with the learning activities.
The sample was obtained through cluster random sampling, using the classroom as the sampling unit. One Grade 9 classroom in the first semester of the 2025 academic year was selected, consisting of 29 students. The research instruments included: (1) lesson plans; (2) a learning achievement test with discrimination indices ranging from 0.21 to 0.68, difficulty indices from 0.24 to 0.76, and a reliability coefficient of 0.84; and (3) a student satisfaction questionnaire with a reliability coefficient of 0.95. Data were analyzed using mean, standard deviation, instructional efficiency (E1/E2), and a dependent samples t-test.
The results indicated that: (1) the lesson plans achieved an efficiency of 85.52/80.17, exceeding the specified criterion; (2) students’ post-instruction achievement was significantly higher than their pre-instruction achievement at the .05 level; and (3) students’ satisfaction was at the highest level.
The findings suggest that the constructivist approach enables students to actively construct knowledge through hands-on activities, problem-solving, connecting prior knowledge with new concepts, and exchanging ideas, leading to deeper and more meaningful understanding. When combined with the TGT cooperative learning technique, which promotes an engaging and dynamic classroom environment, the approach supports both individual and social learning. Consequently, students demonstrated improved academic achievement and very high levels of satisfaction.