Developing Mathematical Problem-Solving Skills Through Polya's Concept-Based Learning Activities Combined with Peer-Assisted Learning Techniques for Grade 4

Abstract

This research aimed to develop mathematical problem-solving skills through Polya's concept-based learning activities combined with peer-assisted learning techniques. This study employed action research design. The target group consisted of 10 Grade 4 students from Santitham Witthayakhom School. The primary research instruments included lesson plans designed based on Polya's Concept-Based Learning Activities Combined with Peer-Assisted Learning Techniques, a mathematical word-problem-solving ability test, and learning reflection records. The data were analyzed using descriptive statistics, including percentage, mean, and standard deviation. The results revealed that, in the first action cycle, after testing and evaluation, 6 students met the criterion of 70% of the total score, accounting for 73.33% of all students. In the second action cycle, 7 students met the criterion, accounting for 79.17%. During this cycle, the students began to adapt to the learning process, became more confident in expressing their opinions, were able to collaborate with others, and demonstrated a deeper understanding of mathematical problem-solving. In the third action cycle, the assessment results indicated that all 10 students met the criterion, accounting for 100%. These findings indicate that the students’ mathematical word-problem-solving ability improved progressively across the action research cycles. In addition, the students demonstrated greater participation in learning activities and became more capable of exchanging ideas and opinions with others.