Integrating cooperative learning with Polya’s problem-solving model in grade 9 mathematics
Dang Ngoc Trung, Bui Van Hong, Huynh Ngoc Thanh
Source abstract
This study examined whether an integrated cooperative-learning and Polya-based intervention was associated with greater gains in ninth-grade students’ mathematical problem-solving competence than individually implemented Polya-based instruction. A quasi-experimental pretest-posttest design was conducted with 436 students from 10 classes in Ho Chi Minh City, Vietnam, over four months. The primary analysis used difference-in-differences estimation, while propensity-score plots were used as supplementary descriptive evidence of between-group patterns. Students’ competence was assessed across four dimensions: identifying, planning, performing, and re-evaluating. The intervention group showed larger gains than the comparison group across all four dimensions, with the largest estimated effects in identifying and re-evaluating. These findings suggest that structuring peer interaction around explicit problem-solving stages may strengthen students’ mathematical reasoning and reflective review in lower-secondary classrooms.
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