A Study of Factors Influencing the Mathematical Connection Ability Regarding HCF and LCM for Grade 6 Students at Songlowsang School

Abstract

This study aimed to investigate the factors influencing the mathematical connection ability of Grade 6 students regarding the topics of Highest Common Factor (HCF) and Lowest Common Multiple (LCM) at Songlowsang School. The research focused on examining the relationships between three main factors (1) prior mathematical knowledge, (2) environmental components related to home, school, and teachers, and (3) students’ attitudes toward mathematics—and their connection ability. The sample group consisted of 22 Grade 6 students enrolled in the first semester of the 2024 academic year, selected through purposive sampling.

            The research instruments included: (1) a questionnaire assessing the factors influencing mathematical connection ability, consisting of 15 items on a 5-point Likert scale, with a reliability coefficient of 0.85; and (2) a subjective test measuring mathematical connection ability in the topics of HCF and LCM, consisting of 15 items, with a reliability coefficient of 0.80. The data were analyzed using the Chi-square test (X²-test).

            The findings revealed that: 1) Students’ prior mathematical knowledge had a statistically significant relationship with their mathematical connection ability (p < 0.05). 2) Environmental factors related to home, school, and teachers were significantly related to students’ mathematical connection ability (p < 0.05). 3) Students’ attitudes toward mathematics showed a statistically significant relationship with their mathematical connection ability (p < 0.05). The results suggest that these three factors significantly influence students’ ability to connect mathematical concepts, which can be used to inform instructional design and enhance mathematics education at the elementary level.