'Assessing Students' Problem-Solving Skills and Self-Efficacy Belief through Posing-Exploring-Doing-Evaluating (PEDE) Model

The study examined how the Posing-Exploring-Doing-Evaluating (PEDE) model affects students' problem-solving skills and self-confidence in math at Catumbalon National High School, Valencia City, Bukidnon, during the third quarter of the 2024-2025 school year. It used a quasi-experimental design with 31 students in the experimental group and 34 in the control group to address challenges in math proficiency identified by local and international assessments. Results showed that students who learned with the PEDE model scored higher on posttests and retention tests in problem-solving than those in the control group, with a significant difference in retention scores. However, self-efficacy (students' belief in their abilities) reached only a moderate level for the PEDE group, though there was a significant difference between groups before and after the study. The PEDE model effectively improves students' problem-solving skills and moderately boosts their self-confidence in math compared to traditional methods