Development of a Skill Practice Set with Polya's Problem–Solving Process for Enhancing 3rd Grade Students’ Learning Achievement and Mathematical Problem-Solving Skills on Division.

Abstract

          This study aimed to 1) Comparison of academic achievement of Grade 3 students before and after learning of students who used skill training kits with Polya's problem solving process on division. 2) compare students’ mathematical problem-solving skills before and after learning through a skill practice set with Polya's problem–solving process on division; and 3) examine students’ satisfaction with learning through a skill practice set with Polya's problem–solving process on division. The population of this study comprised 3rd-grade students at a primary school in Rayong Province during the first semester of the 2024 academic year. The sample consisted of 20 3rd-grade students selected through stratified random sampling. The research instruments were 1) lesson plans incorporating a skill practice set with Polya's problem–solving process; 2) a learning achievement test on division; 3) a skill practice set with Polya's problem–solving process; and 4) a satisfaction questionnaire on learning through a skill practice set with Polya's problem–solving process. Data were collected in the first semester of the 2024 academic year using tests and a satisfaction survey. The data were analyzed using descriptive statistics, including mean and standard deviation, and a t-test.
          The findings indicated that 1) students who learned by using a skill practice set
with Polya's problem–solving process on division demonstrated statistically higher post-test learning achievement scores at a significant level of .05; 2) students who learned by using a skill practice set with Polya's problem–solving process on division exhibited excellent mathematical problem-solving skills; 3) students expressed a high level of satisfaction with learning through a skill practice set with Polya's problem–solving process on division.