Abstract

• The purpose of this study is to investigate the impact of activity-based mathematics process skills on high school students in mathematics. The design adopted for the research study was one of the quasi-experimental designs, non-equivalent control group design. The subjects were 80 Grade Ten students from BEHS (1) in Myitkyina Township, 100 Grade Ten students from BEHS (1) in Waingmaw Township, 75 Grade Ten students from BEHS (Namati) in Namati Town and 72 Grade Ten students from BEHS (1) in Moegaung Township. The instruments used in the study were pretest and posttest. The experimental groups were taught with activity-based mathematics process skills model while the control groups were taught the same concept using formal method. Students’ mathematics achievement and mathematics process skills on posttest were compared using one-way ANCOVA. The results showed that there were significant differences between high school students who were taught with activity-based mathematics process skills model and those who do not receive it in performing mathematics process skills in all selected schools.