The Effects of the Learning Pit Model and Active Learning on Mathematical Resilience: A Case Study of an Academically Competitive Secondary School in Thailand

Abstract

Background and Objectives: Grade 8 students at Chalermkwansatree School in Phitsanulok Province demonstrated low levels of mathematical resilience, characterized by fixed mindsets, low self-efficacy, emotional discomfort, and limited engagement with mathematical learning. These issues, likely stemming from competitive academic environments and high parental expectations, pose significant barriers to students’ persistence and success in mathematics. As mathematical resilience is essential for overcoming challenges and fostering long-term learning, a pedagogical shift is necessary. Active Learning and the Learning Pit Model, both grounded in theories of cognitive development and productive struggle, offer a promising framework for addressing these issues by creating supportive, engaging, and intellectually stimulating learning environments. Therefore, this study aims to: (1) determine the average mathematical resilience scores of Grade 8 students following instruction integrating Active Learning with the Learning Pit Model; (2) identify the proportion of students demonstrating positive change in resilience after the intervention; and (3) explore how this integrated approach contributes to the development of mathematical resilience among students. Methodology: This study adopted a sequential explanatory mixed-methods design (Creswell & Plano Clark, 2018), prioritizing quantitative data and supplementing it with qualitative insights to deepen understanding. Although a quasi-experimental control group design was ideal, ethical constraints required delivering the intervention to all students. To mitigate this limitation, the study employed several safeguards, including extended baseline measurement, separation of instructional and research roles, systematic fidelity monitoring, and triangulation through multi-source qualitative data. Results: The integration of Active Learning with the Learning Pit Model led to a notable improvement in mathematical resilience for Grade 8 students. The average score increased from 85.04 to 103.96 out of a maximum of 115 points, representing an improvement of 18.92 points, equivalent to 16.45% of the maximum possible score, with all students individual improvement (range = 8–31 points). Qualitative findings further revealed that problem-based tasks, peer collaboration, teacher guidance, and effective learning materials significantly enhanced students’ understanding, critical thinking, and engagement during mathematical challenges. Discussion: The integration of Active Learning with the Learning Pit Model significantly enhanced Grade 8 students’ mathematical resilience, particularly in polynomial factorization is supported by the theory of Zone of Proximal Development (ZPD; Vygotsky, 1978) and the role of productive struggle in conceptual development (Nottingham, 2017; Warshauer, 2015). Three mechanisms underpin this outcome: cognitive development through active engagement, socioemotional support via collaborative learning (Johnston-Wilder & Lee, 2013), and increased metacognitive awareness (Braithwaite & Sprague, 2021). While growth mindset and value recognition showed substantial gains, the struggle dimension improved modestly, suggesting the need for longer interventions (Aljarrah & Towers, 2021). Although the single-group design and limited duration constrain generalizability, the use of mixed methods and triangulated analysis strengthens the findings. Theoretically, the study reinforces the value of integrating pedagogical models to build resilience; practically, it offers a structured framework for fostering perseverance and adaptability in mathematics classrooms. Conclusion: This study confirms that integrating active learning with the Learning Pit Model effectively enhances students’ mathematical resilience, thereby offering a pedagogical approach that supports both cognitive growth and psychological adaptability within mathematics education.