Development of Mathematical Problem-Solving Ability Using Polya’s Problem-Solving Process Combined with Bar Models for Grade 4 Students

Abstract

The objectives of this study were (1) to evaluate the efficiency of mathematics problem-solving learning activities using Polya’s problem-solving process combined with bar models among grade 4 students at the 75/75 efficiency criterion and (2) to compare the students’ mathematics problem-solving abilities after participating in the learning activities against the 75 percent benchmark. The participants were 15 grade 4 students from Ban Dong Daeng Nong Phia Khan School, Thailand with cluster random sampling in the second semester of the 2024 academic year. The research instruments included (1) 12 lesson plans integrating Polya’s problem-solving process with bar models and (2) a problem-solving ability test comprising 12 subjective questions. Data analysis involved calculating percentages, means, standard deviations, and applying the Wilcoxon Signed Rank Test as a non-parametric method. The results revealed that (1) the instructional activities achieved an efficiency of 77.49/79.11, thereby meeting the 75/75 benchmark, and (2) students demonstrated significantly higher mathematics problem-solving abilities than the 75% criterion at the 0.05 significance level.