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THE DEVELOPMENT OF BASIC GEOMETRIC SKILLS USING CREATIVE ACTIVITY SETS FOR THIRD-YEAR KINDERGARTEN STUDENTS |
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| รหัสดีโอไอ | |
| Creator | Prathaksarat Laohavatin |
| Title | THE DEVELOPMENT OF BASIC GEOMETRIC SKILLS USING CREATIVE ACTIVITY SETS FOR THIRD-YEAR KINDERGARTEN STUDENTS |
| Contributor | Manoonpong Chaiyaphan, Narapat Rattanapirun |
| Publisher | ห้างหุ้นส่วนจำกัด นวัตกรรมการเรียนรู้สร้างสรรค์ |
| Publication Year | 2569 |
| Journal Title | Journal of Research and Innovation for Sustainability (JRIS) |
| Journal Vol. | 3 |
| Journal No. | 2 |
| Page no. | 62-78 |
| Keyword | Geometry, Creative Activity Sets, Mathematical Skills, Early Childhood |
| URL Website | https://so17.tci-thaijo.org/index.php/JRIS |
| Website title | Journal of Research and Innovation for Sustainability |
| ISSN | 3056-9397 |
| Abstract | Basic geometric skills are a fundamental foundation for spatial and logical thinking in early childhood. Creative activity sets have been employed as a key approach to promote learning through exploration, hands-on practice, and free expression. This study aimed to: 1) compare the basic geometric skills of kindergarten 3 students before and after participating in learning activities using creative activity sets, and 2) investigate the students’ satisfaction with the learning activities using creative activity sets. The sample consisted of 28 students from kindergarten 3/2, who were studying in the first semester of the 2025 academic year at Sarasas Witaed Bangbon School, selected through simple random sampling. Research instruments included: 1) a guide for using the creative activity sets, 2) lesson plans, 3) a basic geometry skill test, and 4) a satisfaction questionnaire. The study employed a one-group pretest-posttest design. Data analysis involved percentages, means, standard deviations, and dependent t-tests.The findings revealed that 1) the students’ basic geometry skills after participating in the activities (M = 23.14, SD = 13.76) were significantly higher than those before the activities (M = 7.18, SD = 14.74) at the .05 level of significance, and 2) students’ overall satisfaction with the learning activities using the creative activity sets was at a high level (M = 2.64, SD = 0.45). The results indicate that creative activity sets effectively enhance geometric skills, as the activities were systematically designed according to Van Hiele’s levels of thinking and promoted hands-on learning, which facilitated concrete understanding and increased motivation. Therefore, the continuous implementation of creative activity sets in mathematics learning is recommended, with scaffolding adjusted for more complex activities to suit the developmental levels of individual children. |
