Effects of Heuristic Problem-Solving Strategy to Eight Grade Students' Self-Efficacy in Mathematics

Abstract

INTRODUCTION

Heuristic strategy can greatly improve students' self-efficacy when they are engaged in problem-solving activities; this is especially helpful for novice problem-solvers (Rudd, 2010). Many of the students in Florida H. Irizari National High School are noticeable, as traced to their academic performances, known as the low achievers, others got failing grades and negative remarks in Mathematics 8, and this is the reason why this study was conducted to examine the effects of heuristic problem-solving strategy on Grade Eight students' self-efficacy in Mathematics.

METHODS

The Quasi-experimental method of research was used. A total of 60 students of Florida Herrera Irizari National High School (FHINHS), who were enrolled in Grade Eight during the Fourth Grading Period of the Academic Year 2017-2018 were utilized as respondents of the study. Thirty students were included in the Heuristic Problem-Solving integration for the experimental group, and another thirty students were assigned in the control group that was identified based on their average in the 3rd grading period. The study involved three phases: pre-experimental activities, experiment proper and post-experimental activity.

RESULTS

Results from the treatment and analysis of data revealed that: a.) there was a significant difference in the pretest and posttest mean scores of the students in the experimental group; b.) there was a significant difference in the students' self-efficacy achievement in Mathematics Eight when taught using Heuristic Problem-Solving and Lecture Method as teaching strategies; c.) there was no significant difference in the students' self-efficacy in Mathematics Eight when taught using the two teaching strategies and when grouped according to their Mathematical Level; and that d.) there is no significant interaction effect on the students' self-efficacy when they were exposed using the two teaching strategies and when grouped according to their mathematical level.

DISCUSSIONS

Based on the findings, it can be asserted that Heuristic Problem-Solving can be an effective teaching strategy to enhance Students' achievement in Mathematics. It can be further concluded that Heuristic Problem-Solving and the use of Lecture Method as a teaching strategy are both effective for the different mathematical ability levels, Finally, the higher achieving students of both experimental and control groups perform better in mathematics than those low achieving students in both experimental and control groups. This result supports the study of Pimta, et.al, (2009) who claimed that students learned to become better problem-solvers; they would demonstrate a higher degree of self-efficacy.