การพัฒนารูปแบบการจัดการเรียนรู้แบบสืบเสาะหาความรู้ที่เน้นอุปนัยและนิรนัย เพื่อส่งเสริมทักษะและกระบวนการทางคณิตศาสตร์ และเจตคติต่อการเรียนคณิตศาสตร์ เรื่อง ภาคตัดกรวย ของนักเรียนชั้นมัธยมศึกษาปีที่ 4

Kampien Sorntachoti; Khajornsak Buaraphan

doi:10.56825/jehds.2026.1026373

Authors

Kampien Sorntachoti Triamudomsuksa Pattanakarn Pathumthani School
Khajornsak Buaraphan Institute for Innovative Learning, Mahidol University

DOI:

https://doi.org/10.56825/jehds.2026.1026373

Keywords:

Inquiry, induction, deduction, mathematics, Grade 10

Abstract

The present study aimed to 1) investigate the current status, challenges, and needs associated with inquiry-based learning on the topic of Conic Sections; 2) develop an Inductive–Deductive Inquiry-based (IDI) model; and (3) implement and evaluate the effectiveness of IDI model in fostering mathematical skills and processes as well as attitudes toward mathematics among Grade 10 students in the context of Conic Sections. The sample comprised 38 students from Grade 10/2 at one secondary school in Pathumthani province during the second semester of the 2023 academic year. Participants were selected via cluster random sampling, using the classroom as the sampling unit. Research instruments included 1) a 30-item test measuring mathematical skills and processes in Conic Sections for Grade 10, 2) an assessment form measuring mathematical skills and processes in Conic Sections for Grade 10, and 3) a 15-item questionnaire assessing students’ attitudes toward learning mathematics. Data analysis involved calculating means, standard deviations (S.D.), and t-test. The findings reported that

The current instructional practices of inquiry-based learning on the topic of Conic Sections were at a moderate level (mean = 2.96, SD = 0.38), perceived challenges of inquiry-based learning were high (mean = 4.27, SD = 0.44), and needs of inquiry-based learning were very high (mean = 4.55 SD = 0.53). These results suggest that, while some benefits of inquiry-based learning were recognized,

teachers also encountered significant obstacles and strongly desire more targeted support for inquiry-based approach.

The IDI model comprised four key components. First, its conceptual foundations integrated three core pedagogical approaches: inquiry-based learning, inductive learning, and deductive learning. Second, the model’s objectives focused on developing Grade 10 students’ mathematical skills and processes as well as positive attitudes toward mathematics. Third, the seven teaching steps of IDI—Exploring Prior Knowledge; Engaging with the Problem; Surveying and Exploring; Explaining and Concluding; Expanding Knowledge; Assessing Learning; and Applying Knowledge—provided a structured framework for lessons. The fourth component, Measurement and Evaluation, encompassed formative assessment (e.g., worksheets, classroom observations) throughout the learning process and summative assessment via tests, evaluation forms, and other measurement tools.3. The IDI model’s E1/E2 effectiveness indices were 87.56/ 84.73, surpassing the established 80/80 criterion. Lastly, students who experienced the IDI model demonstrated statistically significant improvements in mathematical skills and processes (t(37) = 41.91, Sig. = .000) as well as attitudes toward learning mathematics (t(37) = 42.19, Sig = .000). Post-instruction scores exceeded pre-instruction scores at the.05 significance level, confirming the IDI model’s efficacy in enhancing both cognitive and affective dimensions of learning Conic Sections.

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