MATHEMATICAL PROMBLEM SOLVING ABILITY ACHIEVEMENT AND ATTITUDE TOWARD MATHEMATICS OF MATHAYOMSUKSA I STUDENTS LEARNING BY INQUIRY CYCLE (5ES) AND POLYA’S PROBLEM SOLVING PROCESS ความสามารถในการแก้ปัญหาทางคณิตศาสตร์ ผลสัมฤทธิ์ทางการเรียนและเจตคติต่อวิชาคณิตศาสตร์ นักเรียนชั้นมัธยมศึกษาปีที่ 1 ที่เรียนโดยรูปแบบสืบเสาะหาความรู้ 5Es ร่วมกับกระบวนการแก้ปัญหาของโพลยา

Abstract

The purposes of this research were: to compare the mathematical problem solving ability of Mathayomsuksa I students learning by the Inquiry Cycle (5Es) and Polya’s problem solving process with the set criterion, to compare the mathematics learning achievement of Mathayomsuksa I students by
the Inquiry Cycle (5Es) and Polya’s problem solving process, to study Mathayomsuksa I students’ attitude towards mathematics after learning with the Inquiry Cycle (5Es) and Polya’s problem solving process, and to study Mathayomsuksa I students’ learning retention after learning with the Inquiry Cycle (5Es) and Polya’s problem solving process. The sample group consisted of 43 Mathayomsuksa I students at Wangchanwittaya School, studying in the second semester of academic year 2016. The collected data were analyzed by percentage, means (x ̅), standard deviation (SD), and t-test. The findings were as follows: 1) the mathematical problem solving ability of the students that learning by the Inquiry Cycle (5Es) and Polya’s problem solving process was higher than the criterion of 70 percent at the level of significance .01, 2) the mathematics achievement of the students that learning by the Inquiry Cycle (5Es) and Polya’s problem solving process was higher than the criterion at the .05 level of significance, 3) the attitude towards mathematics in all aspects were at high level, and 4) The learning retention after learning and after learning 14 days were no significant difference in learning retention at .05 level of significance.