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The purposes of this research were to 1) compare the mathematics learning achievement of the ninth grade students after being taught by active learning in Inequality and 2) compare the mathematical concept of the ninth grade students after being taught by active learning in Inequality. The samples group was ninth grade students. The students were used to select 35 students by using the cluster random sampling method from Kasetsart University Laboratory School Center for Educational Research and Development. The research instruments were 1) lesson plans designed by using active learning in Inequality, 2) the 17 item achievement test in Inequality and 3) the mathematical conceptual test in Inequality. The obtained data were analyzed using mean, and standard deviation, comparative statistics, one-sample t-test and content analysis. The results of the research revealed that 1) the mathematics learning achievement scores among the ninth grade students after being taught by active learning in Inequality were higher than the 60 percent criterion at the .05 level of statistical significance and 2) the mathematical concept scores among the ninth grade students after being taught by active learning in Inequality were higher than the 60 percent criterion at the .05 level of statistical significance.
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