Polya's strategy for solving mathematical problems: an applied study of sixth-grade students in Basra Governorate

Abstract

This study aimed to investigate the impact of using Polya’s problem-solving strategy on the academic achievement of sixth-grade preparatory science students in Basra Governorate and explore their attitudes toward this strategy. A quasi-experimental design with pretest-posttest control groups was adopted. The sample consisted of 60 students randomly divided into two groups: the experimental group was taught using Polya’s four-step strategy (understanding the problem, devising a plan, carrying out the plan, reviewing), while the control group received traditional instruction. Data were collected using an achievement test and a attitudes questionnaire. Results showed statistically significant differences (α ≤ 0.01) in favor of the experimental group in achievement, particularly in higher-order thinking skills (analysis, synthesis, evaluation). The questionnaire revealed positive attitudes (85%) toward the strategy.