College students’ perceptions of Polya’s model and attitudes toward mathematics

This study utilized a quantitative descriptive-correlational design to examine college students’ perceptions of Polya’s problem-solving model and its relationship to their attitudes toward mathematics across four dimensions: self-confidence, value, enjoyment, and motivation. Ninety-nine university students from three sections of GEC Mathematics who had applied to the Polya model participated in the study. Data was collected using a reliable and validated survey for perception and the standardized Attitudes Toward Mathematics Inventory (ATMI). Findings revealed that Polya’s model, which involves the four steps- understand the problem, make a plan, carry out the plan, and look back-enhances students’ understanding in solving word problems, with the highest perception ratings found in the “Look Back” and “Understand the Problem” phases (mean ~4.12 and ~4.11, respectively). Attitudes toward mathematics were moderately positive in value (mean = 3.97) and enjoyment (mean = 3.52) but remained neutral for self-confidence (mean = 3.13) and motivation (mean = 2.99). A moderate positive correlation (r = 0.59, p < 0.05) was found between students’ perceptions of Polya’s model and their attitudes toward mathematics, indicating that favorable perceptions align with improved attitudes. Despite widespread recognition of Polya’s model in improving problem-solving skills, this study addresses a gap in research focusing specifically on college students’ perceptions linked to nuanced affective attitudes such as self-confidence and motivation and highlights the underexplored importance of the reflective “look back” phase. The results highlight the study underscores the importance of structured problem-solving strategies like Polya’s model in promoting mathematical understanding and positive affective outcomes.