Abstract
This study examined the use of Polya’s Approach in teaching problem-solving in mathematics among Bachelor of Secondary Education major in Mathematics (BSED-Mathematics) students at Osmeña Colleges during the Academic Year 2024–2025. Specifically, the study identified the demographic profile of the respondents according to sex, determined students’ perceptions regarding the use of Polya’s Approach in learning mathematical problem-solving, and tested whether significant differences existed in students’ perceptions when grouped according to sex. A descriptive-correlational research design was employed using a survey questionnaire adapted from In’am (2014). The respondents consisted of 86 first- to third-year BSED-Mathematics students selected through stratified random sampling from a total population of 109 students. Data were analyzed using frequency count, percentage, weighted mean, and t-test.
Findings revealed that most respondents were female (63%), while male respondents comprised 37% of the sample. Students generally perceived Polya’s Approach as effective in improving problem-solving skills, with an overall composite mean of 3.37 interpreted as “Agree.” The highest-rated indicator emphasized understanding the problem before attempting a solution. Furthermore, results showed no significant difference in students’ perceptions when grouped according to sex, indicating that both male and female students similarly viewed the effectiveness of Polya’s Approach.
The study concludes that Polya’s Approach is a useful instructional strategy in enhancing mathematical problem-solving skills and encouraging reflective thinking among students. It is recommended that mathematics instructors continue integrating Polya’s Approach in classroom instruction and provide learners with more opportunities to practice systematic problem-solving.
Keywords: Polya’s Approach, problem-solving, mathematics education, students’ perceptions, instructional strategies
https://doi.org/10.65494/pinagpalapublishing.292
