The Effect of Using Polya’s Method in the Achievement of History Among Upper Basic Stage Students

Abstract

This research will study how effective Polya's Method is in enhancing the academic achievement of higher-stage students in History. Specifically, this research tries to answer whether the incorporation of a problem-solving approach by Polya enhances the level and retention of facts and concepts in History for students compared to traditional teaching methods. This sample comprises 70 male and female tenth-grade students currently enrolled in public schools in Amman. In measuring the effect of this instructional strategy, we have used a pre-test and post-test control group design. A sample of 70 male and female tenth-grade students from public schools in Amman was divided into experimental and control groups. The experimental group received history instruction using Polya's method, while the control group was taught using the traditional lecture method. Achievement was measured by using tests before and after treatment. This was a design that allowed for the differential impacts of the teaching methods to be evaluated on the student's understanding and retention of historical content. The findings of the study are that, according to their parents, distance learning was indeed a factor in primary school students' mental health issues. The increased anxiety and stress levels had the highest mean score, equated to 2.26. These could be prevailing issues among the students studied during remote learning. Behavioral changes were also noted at a mean score of 2.11, while impacts on sleep had a mean score of 2.01, both showing moderate effects. Technology use is highly correlated with stress at a 0.66 correlation coefficient value, pointing out that excessive screen time contributes to increasing stress levels. Besides, the absence of physical interaction made them critically impacted their emotional condition: the mean score for emotional distress was 2.31, and for introversion, 2.26, reflecting the essential socioemotional difficulties experienced by students in the distance learning process.