Effect of Polya’s Problem Solving Process Incorporating with Think-Pair-Share Learning Technique on the Stoichiometry Problem Solving Ability and Self-Confidence of Matthayom Suksa 4 Students
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Abstract
The ability to solve problems is an essential skill to promote learning in chemistry calculations for students. This research aimed to investigate the effects of using the Polya problem-solving process combined with the Think-Pair Shared technique on the students' ability to solve chemical problems related to stoichiometry and self-confidence. The sample group consisted of 36 tenth grade students at Satriwitthaya 2 School, which were selected through random group-sampling. The research instruments included: 1) Five lesson plans incorporated Polya’s problem-solving process and the Think-Pair-Share technique. 2) Two stoichiometry problem-solving tests, each comprising five items, were constructed. and 3) Two self-confidence questionnaires were developed, each comprising twelve items.
The results indicated that after implementing the Polya problem-solving process together with the Think-Pair Share technique led to significant improvements. Students achieved significantly higher scores in chemical problem-solving tests related to stoichiometry compared to pretest scores at 0.05 level of statistical significance and surpassed the criterion (60%) in all steps of Polya’s problem-solving process, except for the reviewing step. Students exhibited significantly increased self-confidence compared to pretest levels. The Polya problem-solving process promoted step-by-step problem-solving behaviors among students. Students realized the importance of understanding learned principles rather than merely memorizing formulas, thereby improving their problem-solving abilities. The Think-Pair-Share techniques allowed students to exchange ideas for solving problems with their classmates and encourages them to express their opinion confidently.
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