Exploring factors influencing 21st century mathematics in Thai secondary schools: A study in Lopburi Province
Khemjira Tiengyoo 1 , Sayun Sotaro 2 , Sermsri Thaithae 2 *
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1 Department of Mathematics, Faculty of Science and Technology, Thepsatri Rajabhat University, Thale Chup Son, THAILAND2 Department of Mathematics, Faculty of Science, Srinakharinwirot University, Bangkok, THAILAND* Corresponding Author


The objective of this study was to ascertain the elements that influence the effectiveness of mathematics instruction in the 21st century for secondary school students within the jurisdiction of the secondary educational service area office Lopburi (SEAOL). The research utilized survey methodology. The study population consisted of 400 secondary school students from SEAOL during the first semester of 2022. The participants were selected using a stratified random selection technique. The research tool utilized in this study was a questionnaire, which demonstrated a high level of reliability with a coefficient of .934. The research employed principal component analysis as the statistical analysis approach. The findings of the study indicate that there are various factors that influence the effectiveness of mathematics instruction in the 21st century for secondary school students in SEAOL. These factors include the level of technology support from schools, use of technology, ability to use basic technology, ability to use specialized technology, knowledge of content, math is crucial, and variety of teaching methods. Additionally, the study reveals that gender, program, and education level have a significant impact on knowledge and opinions regarding mathematics instruction, with statistical significance observed at a significance level of .05.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, Volume 9, Issue 3, July 2024, Article No: em0217


Publication date: 01 Jul 2024

Online publication date: 14 Jun 2024

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