Development of an Instructional Model Using the IDEA Model Integrated with Polya’s Problem-Solving Process to Enhance Mathematical Problem-Solving Competency and Learning Achievement on Conic Sections for Grade 10 Students

Abstract

This research aimed to: (1) develop an instructional model based on the IDEA Model integrated with Polya’s problem-solving process to achieve an efficiency criterion of 75/75; (2) compare students’ mathematical problem-solving ability with a 70 percent criterion; (3) compare students’ learning achievement before and after instruction; and (4) examine students’ satisfaction with the instructional model. The sample consisted of 33 Grade 10 students from Classroom 2, selected by cluster random sampling, with the classroom as the sampling unit. The research instruments included lesson plans, a mathematical problem-solving ability test, a learning achievement test, and a satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and t-tests. The results revealed that: (1) the developed instructional model comprised four components: principles, objectives, instructional activities, and assessment and evaluation. The instructional process based on the IDEA Model included four stages: (1) Inquire & Initiate (I), (2) Design & Devise (D), (3) Execute & Construct Knowledge (E), and (4) Assess & Advance (A). The model achieved an efficiency of 78.97/78.49, which was higher than the specified criterion. (2) Students’ mathematical problem-solving ability was significantly higher than the 70 percent criterion. (3) Students’ post-learning achievement was significantly higher than their pre-learning achievement at the .05 level. (4) Students’ overall satisfaction with the instructional model was at the highest level.

Keywords: IDEA Model, Mathematical Problem Solving, Learning Achievement, Conic Sections