Effectiveness on Learning Mathematics By Co-Curriculum: Python Programming

This study aimed to 1) determine the proportion of students who achieved learning outcomes while learning mathematical concepts of integration through Python programming as a co-curricular activity, 2) examine their satisfaction and attitudes across multiple sessions with the co-curricular activity, and 3) determine the average of their satisfaction while learning the functions of several variables through the co-curricular activity between on-site and online learning modes. The study utilized a sample of 17 voluntary participants from King’s Mongkut University of Technology Thonburi, Ratchaburi Learning Park. The co-curricular activity covered four topics: limits, derivatives, integration, and functions of several variables and was provided in 4 sessions (3 on-site and 1 online learning sessions) with data collection instruments including questionnaires to assess students’ satisfaction and attitudes and post-test. The data were analyzed using mean, standard deviation, and t-test.

The result indicated that the proportion of students who achieved a learning outcome in the concepts of integration through the co-curricular activity of Python programming was not greater than 0.6 at a statistical significance of .05. The students’ satisfaction with learning contents through the co-curricular activity was at the highest level and their attitudes towards learning through co-curricular activity reached at least the high level, and there was a statistically significant difference at .05 in their average of satisfaction in learning contents of the functions of several variables between on-site and online learning modes.                 

Keywords:  Co-curriculum, Python programming, learning Mathematics