The George Pólya method strengthens mathematical problem-solving by guiding students through structured thinking, encouraging independence, and improving overall learning outcomes. This study evaluated the extent to which the Polya method improved students’ mathematical problem-solving skills. It specifically assessed the respondents’ competency, performance, and challenges encountered in the four phases of Polya’s approach: understanding the problem, devising a plan, carrying out the plan, and looking back. It determines whether the Polya method is an effective teaching and learning approach that enhances students' problem-solving skills. The research employed a one-group pre-posttest mixed-methods design. The research uses a one-block comprising 34 students. This study administered a pre-test and post-test questionnaire for the quantitative part and later identified the challenges respondents encountered using Polya's stages through qualitative interviews via audio call. This study was conducted at Western Philippines University over three months (September 2025 to November 2025) during the first semester of the 2025-2026 academic year. The research instrument used in this study comprised two components: the first assessed respondents’ problem-solving ability across the Polya stages; it consisted of 10 arithmetic problem-solving questions, 10 for each pre-test and post-test, and underwent face and content validity testing. Using SPSS software, the acquired data were examined utilizing the Wilcoxon Signed Rank test, mean, standard deviation, and percentage. For the qualitative part, the research interviewed ten (10) students who scored below the third quartile regarding the challenges they encountered at each stage of the Polya method, and the data were interpreted using thematic coding. The majority of respondents were categorized as Level 1 (Needs Improvement) in the pre-test findings, indicating low skill across all stages of Polya's problem-solving process. The respondents' performance improved significantly across the following stages of the Polya method: understanding the problem, devising a plan, and carrying out the plan after the intervention (i.e., the Polya method). Even though there was progress, many respondents still struggled with looking backstage. The mean score percentage increased from 33.62% in the pre-test to 75.41% in the post-test, indicating a significant improvement in the respondents’ mathematical problem-solving skills. The results indicated a significant difference between pre-test and post-test scores across all four stages of Polya’s technique, yielding a p-value = 0.00, which is less than the 0.05 level of significance (p < 0.05). Polya’s approach to problem-solving is a useful way to teach and raise students’ proficiency in solving real-world mathematics problems. Nonetheless, ongoing practice and instructional support are advised, especially to enhance students' reflective thinking and assessment skills during the looking-back stage of Polya’s problem-solving process. Strengthening students' creative problem-solving skills develops more competent and independent problem-solvers and, on a larger scale, potentially improves students’ performance in mathematics on regional, national, and international mathematics proficiency assessments.
Mary Joyce C. Dueñas (Thu,) studied this question.