Influence of Heuristics on Speed and Accuracy in Solving Non-Routine Mathematical Problems

Abstract

Mathematical problem-solving is essential for developing students’ analytical reasoning and their ability to address complex and unfamiliar situations. This study investigated the influence of Heuristics on Speed and Accuracy in Solving Non-routine Mathematical problems. A quasi-experimental research design was employed involving 54 first-year Bachelor of Secondary Education (BSED) English students who were divided into two groups: an experimental group that received explicit instruction on heuristic strategies and a control group that followed a traditional problem-solving approach. Data were gathered through pretest and posttest assessments measuring students’ problem-solving skills, speed, and accuracy. Descriptive and inferential statistical analyses were used to analyze the data. Findings revealed that students commonly relied on intuitive and trial-and-error strategies, particularly guessing and checking, indicating limited exposure to systematic heuristic approaches necessary for higher-order thinking. Both groups demonstrated improvements in speed and accuracy from pretest to posttest; however, no statistically significant difference was observed between the groups. The control group even recorded slightly higher mean gains in speed and accuracy, suggesting that improvements in these variables may have been influenced by practice effects and increased familiarity with non-routine problems rather than the intervention alone. These findings underscore the importance of balanced heuristic instruction that promotes strategic thinking, conceptual understanding, and deliberate practice to enhance students’ higher-order problem-solving competencies.