Behavioral Indicators of Self-Efficacy in Pólya’s Mathematics Problem-Solving Stages

Abstract

This study aimed to determine self-efficacy indicators in each stage of George Pólya’s method of problem-solving. Pólya’s method (Understanding the problem, Devising a Plan, Carrying out the Plan, and Looking Back) was used as it provides clear, structured, and widely accepted framework for solving math problems. The research design used was qualitative research design to collect and analyze its data. Entire section of thirty-three (33) Grade-8 students was observed during math discussions and problem-solving activities. Possible behaviors and actions that may indicate high or low self-efficacy were noted by the observers. These indicators are then confirmed through semi-structured interview conducted to nine (9) students coming from thirty-three (33) observed students. From these interview participants, five (5) demonstrates high self-efficacy and four (4) were low self-efficacy. This categorization was based on the General Self-Efficacy Scale that was administered to the students during observation. The result of the analysis shows the contrasting perspective between the two groups, students who demonstrates high self-efficacy answered positively to the majority of the questions which confirms that they possess these behaviors. Conversely, students who demonstrates low self-efficacy responded passively/negatively to most of the given questions, confirming that the behavior recorded reflects student’s self-efficacy across stages of problem solving. Although, it was noticeable that the two groups did not absolutely answer negatively or positively to all questions. Supporting the notion that self-efficacy level of students, will not ultimately dictate that they will have the same level of self-efficacy on other stages of problem-solving. Overall, this study determined four (4) self-efficacy indicators in each stage of Pólya’s method of problem-solving totaling to sixteen (16) self-efficacy indicators.