PROBLEM SOLVING INSTRUCTIONAL STRATEGY (PSIS) AND SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENTS IN QUADRATIC EQUATION IN ENUGU STATE, NIGERIA
Abstract
The study investigated the effects of Problem Solving Instructional Strategy (PSIS) on senior secondary school students’ academic achievements in Mathematics. The design of the study was quasi experimental which adopted pre-test post-test non equivalent control group design. The sample consisted of 94 (48 males and 46 females) senior secondary one (SS1) students drawn through multi stage sampling technique. Three research questions and three hypotheses guided the study. Quadratic Equation Achievement Test (QEAT) was used as instrument for data collection while lesson plan on problem solving instructional strategy developed by the researcher was used for experimental treatment. The instruments were face and content validated by three experts and also trial tested. The item analysis was conducted on QEAT in order to fully standardize the instrument. The reliability of QEAT was established using Kuder Richardson formula 20 (KR-20) which yielded reliability coefficient of 0.94 considered high enough for the study. The data collected from the field were analyzed using descriptive and inferential statistics. Mean, standard deviation was used to answer the research questions while t- test was used to test the hypotheses at 0.05 alpha levels. The results indicated among others that the PSIS have significant effect on students’ achievement scores in quadratic equations; gender and school location has significant effect on students’ achievement scores in quadratic equations. Based on the findings of the study, it was therefore recommended among others that Mathematics teachers should employ the use of problem solving instructional strategy in mathematics classroom so that teaching and learning of mathematics will be student centred.
Downloads
References
students’ achievement in high school Mathematics. Journal of Education research and
perspectives, 4 (2), 73-94
Adeyanju, M.C. (2020). Students’ performances in Mathematics by Colleges of Education
students in Nigeria: problem-based strategy. Journal of Science Education and
Practice, 7 (5), 66-70
Ahmad, J.A. (2017). Effectiveness of problem-based instructional strategy in solving quadratic
equations during mathematics examinations. Journal of Educational research and
theory, 5 (3), 259-266
Ali, A.A and Khan, N. R. (2020). The equations of the equator ability of quadratics: effect of
problem solving instructional strategy. Perspectives on Science and Technology
Education in Nigeria, 4 (4), 143-151
Anaduaka, U. S and Okafor, A.B. (2021). Impact of collaborative learning strategies on students’
performance in Mathematics in Enugu North Local Government Area of Enugu State,
Journal of social sciences, 9(11), 19-28
Ayhan, M. V. (2018). Pre-service mathematics teachers, learning and teaching of problem
solving-based lessons supported with spreadsheets. Technology, Pedagogy and
Education, 25 (1), 39-59.
Birgan, D.L. (2019). Effects of Problem base learning strategy on students’ achievement in junior secondary school mathematics. Journal of Teacher Education, 9(5), 389-407
Clements, M. O. (2020). Quadratic equation representations and graphic calculates: procedural
and conceptual interactions. In J. Bobis., B. Perry.,and M.Mitchelmorel (Eds.), numeracy
and beyond. Proceedings of the 24th conference for the mathematics Education Research
Group of Australasia. Sydney:MERGA, 257-264.
Ebisine, E.B. (2017). Effect of Problem solving instructional strategy on academic performance of Nigerian students in Mathematics based on gender, Educational Research Review, 3(1), 23-37
Ekwueme, C.O. (2018). Mathematics teaching and learning in schools. Calabar: Radiant ventures Nig. Ltd.
Ezeanyi, B. C. (2021). Identification and Remediation of common process errors of senior secondary school students in mathematics in Anambra State. (Unpublished Ph.D. Thesis), Nnamdi Azikiwe University, Awka
Ezeanyi, B.C. & Okigbo, E.C. (2020). Game-based learning strategy as a measure of improving senior secondary school students’ academic achievement in geometry in Anambra state. In E.C. Okigbo, N.R. Nnorom & E. Onwukwe (Eds), Innovations in science, technology and mathematics education in Nigeria (pp. 103-110). Awka, Nigeria: Science Education Department, Nnamdi Azikiwe University, Awka, Nigeria.
Ezeanyi, B.C. & Okigbo, E.C. (2021). Common Process Errors in Geometry Committed by
Students from Private and Public Secondary Schools in Anambra State, Nigeria. International Journal of Humanities and Social Studies. 9(7), 48-56
Folake, A.C. & Ibidiran, R. J. (2021). A technique for exploring students' views of the world through Mathematical thinking. Journal of Physics Education, 15(6), 376-379
Frazer, M.C. (2017). Performance in a Modern Mathematics Curriculum. West African Journal of Education, 17(2), 295-304.
Gimba, A.O. (2017). Gender differences on students’ academic performance and retention ability among mathematics students of Federal College of Education, Zaria. Journal of mathematics, 2(3), 1-8
Goore, F.O. & Morgan, J.K. (2017). A problem solving Model for bridging the gap between theory and practice in science teaching. African Journal of Educational Research, 9(2), 44-58.
Havi,E. D. K. (2017). Feasibility of teaching equivalent simultaneous linear equations for
solving quadratic equations. Asia Pacific Journal of multi disciplinary Research, 2 (6),
86-94
Joshua, A. A. (2016). Problem Solving Difficulties Experienced by Nigerian Students of School of Basic Studies in Mechanistic Organic Chemistry. (Unpublished Ph.D. Dissertation), submitted to the University East Anglia, England
Kieran, R. F. (2018). Effects of problems-based learning program on engineering students
academic achievement in a Mexican university. Innovations in Education and Teaching, 4
(2), 145-155.
Montague, C.G. (2018). Gender and acquisition of science process skills among secondary school students: Implications for teaching science, Journal of Science Teachers Association of Nigeria, 42(41), 206-219
Njoku, O.G. & Sunday, B.C (2020). Urban and rural differences in creativity talents among
primary school pupils in Lagos. Journal of Mathematics Education, 2(2), 147- 164
Norman, N. N. (2021). Problem solving instructional strategy and academic achievement in mathematics among private and public secondary school students in Bayelsa state, Nigeria. Procedia - Social and Behavioral Sciences, 10(3) 230 – 248
Obioma, C.O., (2017). Effect of school location on senior secondary school students’ achievement in mathematics. Research in mathematics education, 5(3), 93-118
Odili, C.N. (2016). School factor as a predictor of senior secondary school students’ achievement in mathematics. Journal of science teachers association of Nigeria, 3(4), 67-74.
Okoli, J.A. (2020). Criteria for evaluating systems for student assessment. Studies in Educational Evaluation, 3(3), 15-28.
Opoh, F.A.,& Akai, K.P. (2017). Evaluation of upper basic social studies students’ performance
trend in public examination Between 2010-2014 in Cross River State, Nigeria.
International Journal of Innovative Education Research 5(3), 42-47
Polya, G. P. (2018). Qualitative research and evaluation methods. Thousand Oaks, Calif: Sage Publications.
Ruel, G.A. & Bastiaans, N. (2018). Free riding and team performance in project education,
International Journal of Management Education 3(1), 26-37
Tarooq, T.U. (2019). Effects of problem solving with concept mapping and lecture method on Pre-service NCE Teachers’ Attitude and Achievement in Biology. (Unpublished PhD Thesis), submitted to Department of Education Ahmadu Bello University, Zaria.
Taylor, M. A. (2019). Effects of classroom instruction on students understanding of quadratic
equation aspect of mathematics. Journal of mathematics education and practice 18 (1),
47-77
Thomas, 0.0. (2021). Designing a package to minimize errors in physics Quadratic equation lessons in Nigeria secondary schools. Research Journal of Applied sciences 1(2), 135-158
Copyright (c) 2022 IJER-International Journal of Educational Research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties, and that the Article has not been published elsewhere. Author(s) agree to the terms that the Global Publication House will have the full right to remove the published article on any misconduct found in the published article.
