Effects of Constructivist Web-based Learning Environment to Enhance Problem-solving in Mathematics Regarding Two-dimensional and Three-dimensional Geometry

Assessing students' mathematical problem-solving skills is a crucial responsibility for educators. The integration of modern technology with mathematical processes presents an innovative approach to designing learning environments that enhance students' mathematical problem-solving abilities. This research aimed to study the mathematical problem-solving abilities of students who learned through a constructivist web-based learning environment on two-dimensional and three-dimensional geometry, and to enhance students' mathematical problem-solving in two-dimensional and three-dimensional geometry. The sample consisted of 35 Grade 7 students from class 1/4 at Khon Kaen University Demonstration Secondary School (Suksasart), who were enrolled in the Additional Mathematics course during the first semester of the 2022 academic year. The research employed a developmental research design, consisting of three phases: design, development, and evaluation. The emphasis was on constructing an adaptive learning environment. Two main types of research instruments were utilized: (1) a creatively designed web-based learning environment aimed at enhancing problem-solving abilities in the context of two- and three-dimensional geometry, comprising five core components: problem-based learning, resources, scaffolding, collaboration, and coaching; and (2) data collection tools, including a subjective problem-solving test based on Polya’s four-step problem-solving process and an objective test to assess overall content knowledge. Data were analyzed using percentage, mean, and standard deviation. The findings revealed that students demonstrated a more structured and systematic approach to solving mathematical problems following Polya's process, leading to greater accuracy and thoughtfulness in problem-solving. Furthermore, there was a significant improvement in students’ mathematical problem-solving performance, with 82.86% of the students achieving scores above the 70% proficiency threshold. The mean score was 15.43 out of 20 (SD = 2.21).