The Development of Mathematical Problems Solving on Two Variable Linear Equations System using Learning Activities of Polya’s Model Combined with Think-Pair-Share Technique for Matthayomsuksa 3 Chaiya Wittaya School Suratthani

Abstract

This research aims to 1) develop effective learning activities based on Polya's teaching model with peer-to-peer technique according to the 80/80 criterion, 2) compare academic achievement before and after learning, and 3) compare mathematical problem-solving skills on the topic of two-variable linear equations systems before and after learning with learning activities based on Polya's teaching model with peer-to-peer technique. The sample group used in the research was 42 students in Matthayom 3 in their second semester of the 2023 academic year, at Chaiya Witthaya School, selected by cluster random sampling. The study was quasi-experimental research with a single group study design. The evaluations were conducted before and after the experiment. The research instruments were as follows: (1) 12 learning activity plans, (2) a 20-question multiple-choice achievement test, and (3) a 7-question mathematics problem-solving skill test. Data analysis was performed to find the consistency of teaching and learning activities by finding the mean and standard deviation, comparing academic achievement and comparing the students' mathematics problem-solving skills before and after learning by testing the hypothesis with a non-independent t-test.
The research found that 
1) the learning activities based on Polya's teaching model combined with the peer-to-peer technique on the topic of two-variable linear equations systems for Mathayom 3 students had an overall efficiency of 81.04/83.10, which was higher than the specified criteria. 
2) The academic achievement result after students took part in the learning activities ( =16.62, S.D.=1.62) was significantly higher than that before their participation (=7.50, S.D.=2.78), at a statistical significance level of .05, with a t-test value of 20.95. 3) The mathematical problem-solving skills after students’ participation in the learning activities (  = 44.19, S.D.= 4.20) were significantly higher than those assessed prior to their participation, ( =21.83, S.D.=3.58) at a statistical significance level of .05, with a t-test value of 26.00.