Effects of SSCS Teaching Model on Students’ Mathematical Problem-solving Ability and Self-efficacy

The common problems faced by most students in learning mathematics include their inability to answer problem-solving questions and low mathematical self-efficacy. Search, Solve, Create and Share (SSCS) is a teaching model that provides opportunities for students to enhance their problem-solving skills and self-efficacy. This quasi-experimental study was conducted to determine the effects of the SSCS teaching model on high school students' ability and self-efficacy in solving mathematical problems. A total of 129 high school students were involved in this study and categorised into two groups: 69 and 60 students in the treatment and control groups, respectively. The one-way analysis of covariance test was used with the SPSS 25.0 software to answer the research questions. Results show a significant difference in mathematical problem-solving ability and self-efficacy between students who experienced the SSCS teaching models and students who were taught by using conventional methods. The former has a better problem-solving ability and self-efficacy than the latter. This study supports the adoption of the SSCS teaching model by teachers as an alternative teaching method for improving students' problem-solving ability and self-efficacy. In addition, this study can serve as an impetus in the efforts of encouraging the use of the SSCS teaching model at various levels of education.