The Effects of Learning Management by Using Team Assisted Individualizations with Polya Teaching Method on Mathematical Problem-Solving Ability and Mathematics Learning Achievement in Sequence and Series Applications of High School Students at Prince of Songkla University Demonstration School (Secondary)
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Abstract
The objectives of this study were 1) to compare the students’ ability in problem solving and learning achievement of Mathematics before and after learning by using Team Assisted Individualizations with Polya Teaching Method 2) to compare the students’ ability in problem
solving and learning achievement in the experiment group using Team Assisted Individualizations with Polya Teaching Method and in the controlled group and 3) to study the satisfaction of grade 12 students by using Team Assisted Individualizations with Polya Teaching Method. The samples
were grade 12 students of M.6/1 class in the experiment group and grade 12 students of M.6/3 class in the controlled group. The samples were selected by Cluster Random Sampling. The research tools were a mathematical problem-solving ability test, an achievement test and a satisfaction
questionnaire. The mean, standard deviation and t-test were used in data analysis. It was found that 1) the students’ ability in problem solving and learning achievement after using Team Assisted Individualizations with Polya Teaching Method was significantly higher than before learning at the statistical significance level of .05. 2) the students’ ability in problem solving and learning achievement in the experiment group using Team Assisted Individualizations with Polya Teaching Method was
significantly higher than the controlled group at the statistical significance level of .05 and 3) the students’ satisfaction in learning by using Team Assisted Individualizations with Polya Teaching Method was at the highest level with a mean of 4.60 and standard deviation of 0.54.
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