The Effects of Inductive and Deductive Learning Activities with Geogebra Application on Mathematical Connection Ability and Attitudes towards Mathematics in the Topic of Conic Sections of Matthayom Suksa 4 Students

The objectives of this study were to 1) study the effect of inductive and deductive learning management with GeoGebra application on the conic section on mathematical connection abilities, 2) study the effect of inductive and deductive learning management with GeoGebra application on the conic section on attitudes towards Mathematics, and 3) study the relationship between mathematical connection abilities and attitudes towards Mathematics. The sample was 47 students from Matthayom Suksa 4 (Grade 10) in the second semester of the academic year 2021 in Bangkok, Thailand, using purposive sampling. This research is a one-group pretest-posttest design. The research instruments were: 1) four lesson plans on conic sections using inductive and deductive learning activities in conjunction with geometry; 2) a mathematical connection ability test with four items in the topic of the conic section by showing solutions and explaining the knowledge used to solve problems; and 3) a twelve-item attitudes towards mathematics questionnaire using a 5-point Likert scale. The statistics used to analyze the quality of the instruments were content validity, difficulty, discrimination, and reliability. The statistics used to verify the hypothesis were mean, standard deviation, t-test dependent, normalized gain, and Pearson's correlation coefficient. The results indicated that, after implementing the inductive and deductive learning management with GeoGebra application on the conic section, not only all of the students improved their mathematical connection abilities significantly at the medium level, but they also improved their attitudes towards mathematics. The findings also revealed that mathematical connection abilities were significantly associated with positive attitudes toward mathematics. These findings can be utilized as a guideline for the development of student learning.