Assessing 7th-Grade Students’ Math Problem-Solving Skills Using Polya’s Method

The current state of education presents numerous challenges, with students’ academic performance showing signs of decline, particularly in core subjects such as mathematics and English. This study aimed to assess the problem-solving ability of 7th-grade students using Polya’s Method and examine its relationship to their prior academic performance in Mathematics and English. It also sought to determine differences in students’ performance when grouped according to sex. The researcher employed a descriptive-correlational and comparative research design, utilizing a cluster sampling technique to identify 229 respondents. Validated test questions were used to assess students’ problem-solving abilities. Data were analyzed using percentages, t-test for independent samples, and Pearson Product-Moment Correlation Coefficient. The findings revealed that students’ prior academic performance in both Mathematics and English was generally very satisfactory. However, their problem-solving ability was only satisfactory in understanding the problem, poor in devising a plan, and very poor in executing the plan and reflecting on it. No significant relationship was found between Mathematics performance and any of the problem-solving steps. In contrast, English performance showed a weak but significant correlation with the “Carrying Out a Plan” stage. Additionally, female students outperformed males in academic subjects, though no significant difference was found in problem-solving ability between the sexes. A significant gap was revealed between students’ academic success and their actual ability to apply problem-solving strategies effectively, as indicated by the results of this study. It also highlights the need for instructional strategies that go beyond rote memorization and focus on cognitive and metacognitive development. Reinforcing literacy and analytical thinking across disciplines, particularly through explicit teaching of problem-solving strategies, can better prepare students to engage with complex, real-world challenges. The results also support inclusive intervention strategies, as problem-solving difficulties affect both sexes equally, regardless of academic performance.