The Effects of Organizing Learning Activities Emphasizing Heuristics Thinking with Think-Pair-Share Technique on Mathematical Problem Solving Ability and Mathematics Learning Achievement of Mathayomsuksa 3 Students

Abstract

The purposes of this research were: 1) to compare the problem-solving ability and mathematics learning achievement of Mathayomsuksa 3 students after participating in learning activities emphasizing heuristics thinking combined with the think-pair-share technique, using a criterion of 70%; and 2) to compare mathematics learning achievement after organizing learning activities that emphasize heuristics thinking with the think-pair-share technique using the criterion of 70%. The sample consisted of 38 Mathayomsuksa 3 students enrolled in the first semester of the academic year B.E. 2566 at Sriracha School, Sriracha District, Chonburi Province, selected through a cluster random sampling method. The research instruments used in this research included 1) four lesson plans on probability, 2) a mathematical problem-solving ability test with a reliability coefficient of 0.81, and 3) a mathematics learning achievement test with a reliability coefficient of 0.71. The statistical methods used for data analysis were the mean, standard deviation, and a one-sample t-test. The research results indicated that 1) the mathematical problem-solving ability of students after participating in the learning activities emphasizing heuristic thinking with the think-pair-share technique was significantly higher than the set criterion of 70% at the .05 level, and 2) mathematics learning achievement after participating in the learning activities emphasizing heuristic thinking with the think-pair-share technique was also exceeded the 70% criterion at the .05 level of statistical significance.