The effects of gradual release of assistance instruction on students’ heuristics, confidence, and attitude toward independent problem-solving

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creativework.keywordsAttitude, Confidence, Gradual Release of Assistance, Heuristics, Problem-solving
dc.contributor.authorCerveza, Ryan L.
dc.contributor.authorLapinid, Minie Rose C.
dc.date.accessioned2026-03-19T04:58:49Z
dc.date.available2026-03-19T04:58:49Z
dc.date.issued2024-07-30
dc.description.abstractThe 'Gradual Release of Assistance (GRA) instruction' was implemented among pre-service teachers in a problem-solving course designed to reduce students' resistance to independent problem-solving. This approach aimed to enhance students' heuristic skills, confidence, and attitudes toward problem-solving. The GRA instruction encompassed activities with progressively decreasing levels of instructional support across three stages: the maximum assistance stage, the medium assistance stage, and the independent problem-solving stage. Utilizing an embedded multiple-case design and a simple time-series analysis of six individual cases, this research explored how pre-service teachers applied heuristics and their confidence and attitudes toward problem-solving. The study revealed improvements in heuristic application among cases with high and medium mathematical abilities, as well as increased confidence and positive attitudes toward problem-solving within this cohort. However, there were no notable improvements in using different heuristics among cases with low mathematical ability. The findings discussed the observed changes and consistencies, offering plausible explanations that underscore the significance of GRA instruction in alleviating students' reluctance to engage in independent problem-solving.
dc.identifier.citationCerveza, R. L., & Lapinid, M. R. C. (2024). The effects of gradual release of assistance instruction on students’ heuristics, confidence, and attitude toward independent problem-solving. Journal on Mathematics Education, 15(3), 771–792. https://doi.org/10.22342/jme.v15i3.pp771-792
dc.identifier.doihttps://doi.org/10.22342/jme.v15i3.pp771-792
dc.identifier.issne2407-0610
dc.identifier.issn2087-8885
dc.identifier.urihttps://lakasa.dmmmsu.edu.ph/handle/123456789/1226
dc.language.isoen
dc.publisherJournal on Mathematics Education
dc.relation.urihttps://jme.ejournal.unsri.ac.id/index.php/jme/article/view/675
dc.rights.licenseCC BY 4.0
dc.sdgSDG 4
dc.sdgSDG 3
dc.sdgSDG 10
dc.subjectGradual release of responsibility
dc.subjectInstructional strategies
dc.subjectProblem-solving skills
dc.subjectStudent confidence
dc.subjectLearning autonomy
dc.subjectHeuristics
dc.subjectEducational psychology
dc.subject.ddcTeaching methods and strategies
dc.subject.ddcLearning psychology (cognitive processes)
dc.subject.ddcEducational assessment
dc.subject.lcshTeaching--Methods
dc.subject.lcshLearning strategies
dc.subject.lcshProblem solving--Study and teaching
dc.subject.lcshHeuristics (Psychology)
dc.subject.lcshSelf-efficacy in education
dc.subject.lcshMotivation in education
dc.subject.lcshIndependent study
dc.titleThe effects of gradual release of assistance instruction on students’ heuristics, confidence, and attitude toward independent problem-solving
dc.typeArticle
dcterms.accessRightsOpen access
oaire.citation.endPage792
oaire.citation.issue3
oaire.citation.startPage771
oaire.citation.volume15
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