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All Journal Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) International Journal of Mathematics and Mathematics Education (IJMME)
Isaiah Dookurong Dilor
McCoy College of Education
Education Mathematics Social Sciences

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An Integrated Collaborative Learning and Polya Problem-Solving Model for Enhancing Pre-Service Teachers’ Engagement, Attitudes, Critical Thinking, and Perceptions in Mathematical Problem-Solving Isaiah Dookurong Dilor; Yarhands Dissou Arthur; Akweittey Emmanuel
International Journal of Mathematics and Mathematics Education Vol. 4 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v4i2.1990

Abstract

Purpose - This study examined the effect of integrating collaborative learning with George Pólya’s problem-solving approach on pre-service teachers’ attitudes, engagement, and critical thinking skills in mathematics. Guided by a pragmatist paradigm, the study aimed to generate practical insights for improving teaching and learning in mathematics education. Methodology - A sequential explanatory experimental design was adopted. The population comprised 15,600 pre-service mathematics teachers, from which a purposive sample of 390 participants was selected using the Yamane formula. Participants were divided into treatment and control groups. The treatment group received a six-week intervention using the integrated collaborative learning and Polya problem-solving model, while the control group received conventional instruction. Quantitative data were collected using a critical thinking achievement test and structured questionnaires measuring attitudes and engagement, while qualitative data were obtained through open-ended responses and classroom observations. Quantitative data were analyzed using independent samples t-tests, and qualitative data were analyzed thematically following Braun and Clarke’s six-phase framework. Findings - The integrated instructional approach significantly improved pre-service teachers’ attitudes toward mathematics, enhanced engagement in learning activities, and strengthened critical thinking skills. Qualitative evidence highlighted that collaborative interaction, sustained participation, and reflective discussions supported deeper understanding and higher-order thinking. Novelty - The study provides empirical evidence for the combined effect of collaborative learning and Polya’s problem-solving framework in enhancing both cognitive and affective outcomes in pre-service mathematics education. Significance - Findings are relevant to mathematics educators, teacher trainers, and curriculum developers seeking evidence-based strategies to promote engagement, positive learning dispositions, and critical thinking among pre-service teachers.
A Collaborative Learning Model for Developing Problem-Solving Skills in Mathematics: the Role of Respect and Support Isaiah Dookurong Dilor
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 2 (2025): JRPIPM DESEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n2.p143-164

Abstract

This study examined the influence of a respectful and supportive collaborative learning environment on Senior High School Year 3 (SHS3) students’ problem-solving skills and mathematics achievement in Ghana. A mixed-methods approach was adopted with open-ended questionnaire and achievement test, employing Braun and Clarke’s thematic analysis for qualitative data and paired-sample t-test statistics for quantitative analysis. The intervention focused on promoting mutual respect, peer support, and structured collaboration during mathematics problem-solving tasks. Pre-test findings highlighted barriers such as fear of negative peer judgment, low confidence, avoidance of challenging problems, limited knowledge of problem-solving strategies, and surface-level learning. Post-test results revealed marked improvements, including enhanced confidence, constructive peer interaction, persistence, deeper learning, accuracy, and the use of diverse strategies. Statistical results from the SHS 3 further confirmed significant gains in mathematics achievement after the intervention. These findings demonstrate that fostering respect and support within collaborative learning environments can strengthen both problem-solving competencies and academic performance. The study recommends that mathematics educators adopt respect-based collaborative approaches to cultivate positive peer dynamics, encourage active engagement, and develop higher-order thinking skills among students.
Co-Authors Akweittey Emmanuel Yarhands Dissou Arthur