The Effects Of Polya’s Problem Solving Process On Mathematics Problem Solving Skills And Achievement Of Mathematics Student Teachers

The research objectives to study and compare mathematics problem solving skills and mathematics achievement before and after using Polya’s Problem Solving Process of mathematics student teachers. This study was conducted by one-group Pretest-Posttest Design. The samples consisted of 30 mathematics student teachers who were studying in the second semester, the academic year 2016 at UdonThaniRajabhat University, UdonThani, Thailand that selected by cluster random sampling. The research instruments consisted of 1) lesson plan Polya’s Problem Solving Process on Statistics for teacher, 2) the mathematics problem solving skills test and 3) the mathematics achievement test. The data were analyzed for mean, standard deviation, percentage, and t-test for dependent samples. The results were as follows: 1. Mathematics problem solving skills of mathematics student teachers who were taught by Polya’s Problem Solving Process had mean score pretest 10.43 (34.76%) and posttest 23.63 (78.77%) the result show that posttest mean score higher than 75% and posttest higher that pretest. 2. Mathematics achievement of mathematics student teachers who were taught by Polya’s Problem Solving Process had mean score pretest 11.50 (38.33%) and posttest 24.03 (80.10%) the result show that posttest mean score higher than 75% and posttest higher that pretest Keywords - Polya’s Problem Solving Process, Mathematics problem solving skills, Mathematics achievement.