<![CDATA[Developing students' ability to solve mathematical problems is a key goal of mathematics instruction. Even so, a large number of learners continue to have trouble grasping what a problem asks, choosing a suitable strategy, executing it, and checking their answers. This research sought to determine the influence of Guided Discovery Learning (GDL) on the mathematical problem-solving ability of learners who differ in how confident they are. Adopting a quasi-experimental method in the form of a nonequivalent control group design with posttest measurement only, the study compared one class that learned through GDL with another class that followed conventional teaching. Data came from a problem-solving test and a questionnaire measuring self-confidence, and they were analyzed through an independent-samples t-test and two-way analysis of variance. It was found that the GDL class outperformed the conventionally taught class in mathematical problem solving. Problem-solving ability also varied significantly according to whether students' self-confidence was high, moderate, or low. However, the interaction between the learning model and self-confidence on students’ mathematical problem-solving ability was not statistically significant, indicating insufficient evidence that the differences in mathematical problem-solving ability between the two instructional groups varied across self-confidence levels.]]>
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