Slide 1: Title Slide Title: The Impact of the Problem-Solving Method on Grade-6 Students’ Mathematics Achievement Authors: Aung Naing Tun, Kyaw Myo Linn Role/Section: Roll No. 4 – Edu (22)S -12, Section 4–2 (A) Institution: Department of Teacher Education, Kyaukphyu Education Degree College (2026–2027 Academic Year) Supervisor: Daw Aye Mya Moe (Department of Mathematics) Slide 2: Background of the Study Problem-solving is a core skill in elementary mathematics education that needs active development. Mathematics fosters real-world understanding and creativity. Many students struggle with mathematical problems under traditional teaching. Implementing problem-solving approaches (e.g., Polya’s strategy) encourages active thinking and better conceptual understanding. Slide 3: Research Objectives & Questions Objectives: Compare Grade 6 mathematics achievement before and after using the problem-solving method. Examine student interest, participation, and attitudes toward problem-solving. Questions: Does the problem-solving method improve Grade 6 mathematics achievement? How does it affect student engagement, interest, and problem-solving skills? Slide 4: Literature Review - Key Concepts Definition: Using prior knowledge/skills to resolve new, non-routine tasks requiring reasoning. Polya’s 4-Step Process: Understanding the Problem Devising a Plan Carrying out the Plan Looking Back Theoretical Foundation: Aligns with Constructivism (Piaget, Vygotsky) and Bloom's Taxonomy higher-order thinking. Slide 5: Advantages & Disadvantages of Problem-Solving Method Advantages: Promotes critical thinking, enhances long-term retention, fosters self-directed learning, and boosts confidence. Disadvantages: Time and resource intensive, subjective evaluation, and can be challenging for low-achieving students in large classes. Slide 6: Research Methodology Design: Equivalent Pre-test and Post-test action research design. Location & Duration: BEHS No. 3, Pyay (2-week implementation). Participants: 32 Grade-6 students (17 Males, 15 Females) chosen via purposive sampling. Topic Unit: Grade-6 Mathematics (Unit 3: Fractions). Slide 7: Data Collection Tools Achievement Tests: 10-item multiple-choice pre-test (Cycle 1) and post-test (Cycle 2). Observation Checklist: Evaluates student interest and participation (4-point Likert scale). Attitude Questionnaire: 10 statements evaluating student perspectives on problem-solving.
Slide 1: Title Slide
Title: The Impact of the Problem-Solving Method on Grade-6 Students’ Mathematics Achievement
Authors: Aung Naing Tun, Kyaw Myo Linn
Role/Section: Roll No. 4 – Edu (22)S -12, Section 4–2 (A)
Institution: Department of Teacher Education, Kyaukphyu Education Degree College (2026–2027 Academic Year)
Supervisor: Daw Aye Mya Moe (Department of Mathematics)
Slide 2: Background of the Study
Problem-solving is a core skill in elementary mathematics education that needs active development.
Mathematics fosters real-world understanding and creativity.
Many students struggle with mathematical problems under traditional teaching.
Implementing problem-solving approaches (e.g., Polya’s strategy) encourages active thinking and better conceptual understanding.
Slide 3: Research Objectives & Questions
Objectives:
Compare Grade 6 mathematics achievement before and after using the problem-solving method.
Examine student interest, participation, and attitudes toward problem-solving.
Questions:
Does the problem-solving method improve Grade 6 mathematics achievement?
How does it affect student engagement, interest, and problem-solving skills?
Slide 4: Literature Review - Key Concepts
Definition: Using prior knowledge/skills to resolve new, non-routine tasks requiring reasoning.
Polya’s 4-Step Process:
Understanding the Problem
Devising a Plan
Carrying out the Plan
Looking Back
Theoretical Foundation: Aligns with Constructivism (Piaget, Vygotsky) and Bloom's Taxonomy higher-order thinking.
Slide 5: Advantages & Disadvantages of Problem-Solving Method
Advantages: Promotes critical thinking, enhances long-term retention, fosters self-directed learning, and boosts confidence.
Disadvantages: Time and resource intensive, subjective evaluation, and can be challenging for low-achieving students in large classes.
Slide 6: Research Methodology
Design: Equivalent Pre-test and Post-test action research design.
Location & Duration: BEHS No. 3, Pyay (2-week implementation).
Participants: 32 Grade-6 students (17 Males, 15 Females) chosen via purposive sampling.
Topic Unit: Grade-6 Mathematics (Unit 3: Fractions).
Slide 7: Data Collection Tools
Achievement Tests: 10-item multiple-choice pre-test (Cycle 1) and post-test (Cycle 2).
Observation Checklist: Evaluates student interest and participation (4-point Likert scale).
Attitude Questionnaire: 10 statements evaluating student perspectives on problem-solving.
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This research focuses on enhancing reasoning and mathematical confidence through non-routine problem-solving in Grade 6 students. It employs Polya's four-step method and utilizes pre/post action research with 32 participants. The study assesses students' understanding of fractions via tests and questionnaires, revealing significant improvements in critical thinking, retention, and confidence. While acknowledging limitations, the findings advocate for the integration of these problem-solving...