IJIET 2025 Vol.15(3): 441-450
doi: 10.18178/ijiet.2025.15.3.2255
doi: 10.18178/ijiet.2025.15.3.2255
The Impact of a Cloud-Based Blended PBLRQA Strategy on the Mathematical Conceptual Thinking Ability of Undergraduate Students
Anuchit Anupan1 and Benjamas Chimmalee2,*
1. Department of Computer Education, Faculty of Education and Human Development, Sisaket Rajabhat University, Sisaket, Thailand
2. Department of Mathematics, Faculty of Education and Human Development, Sisaket Rajabhat University, Sisaket, Thailand
Email: anuchit.a@sskru.ac.th (A.A.); benjamas.c@sskru.ac.th (B.C.)
*Corresponding author
2. Department of Mathematics, Faculty of Education and Human Development, Sisaket Rajabhat University, Sisaket, Thailand
Email: anuchit.a@sskru.ac.th (A.A.); benjamas.c@sskru.ac.th (B.C.)
*Corresponding author
Manuscript received November 22, 2024; revised December 19, 2024; accepted February 2, 2025; published March 12, 2025
Abstract—Mathematical conceptual thinking is defined as possessing the cognitive proficiency to systematically interpret, classify, and integrate mathematical information. It plays an important role in facilitating the application of concepts to solve mathematical problems. In this study, a cloud-based blended Problem-based Learning, Questioning, Reading, and Answering (PBLRQA) strategy was proposed to investigate students’ mathematical conceptual thinking. A quasi-experimental method with a pre-test-post-test control group design was employed. A total of 60 mathematics undergraduate students were recruited for this study. They were divided into two groups of 30 students; an experimental group that used a cloud-based blended PBLRQA strategy and a control group that used a conventional approach. The research instrument was a mathematical conceptual thinking test. Data were analyzed using descriptive statistics, n-gain, and a t-test. The findings revealed that the n-gain score, or an increase in the level of mathematical conceptual thinking, was higher in the experimental group than in the control group. In addition, the mean score of mathematical conceptual thinking in the post-test completed by the experimental group was significantly higher than that of the control group. Thus, under the contextual constraints of an undergraduate mathematics course, the cloud-based blended PBLRQA strategy was more effective in improving the mathematical conceptual thinking of students than the conventional learning approach. Interested educators can deploy such an analysis in their practices to assess the contribution made by the quality of mathematical conceptual thinking ability.
Keywords—Problem-based Learning, Questioning, Reading, and Answering (PBLRQA) strategy, cloud technology, mathematical conceptual thinking, undergraduate students
Copyright © 2025 by the authors. 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 (CC BY 4.0).
Keywords—Problem-based Learning, Questioning, Reading, and Answering (PBLRQA) strategy, cloud technology, mathematical conceptual thinking, undergraduate students
Cite: Anuchit Anupan and Benjamas Chimmalee, "The Impact of a Cloud-Based Blended PBLRQA Strategy on the Mathematical Conceptual Thinking Ability of Undergraduate Students," International Journal of Information and Education Technology, vol. 15, no. 3, pp. 441-450, 2025.
Copyright © 2025 by the authors. 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 (CC BY 4.0).