ASSESSMENT OF THE IMPACT OF PROBLEM SOLVING METHOD ON PUPILSACADEMIC ACHIEVEMENT IN MATHEMATICS

Abstract

This study examines the impact of problem-solving method on pupils’ Academic Achievement in mathematics. A pre-test post-test control group quasi experimental design was adopted for the study. Based on the purpose of the two research questions and two hypotheses were formulated and tested at 0.05 level of significant Data were collected from a sample of 117 pupils made up of 42 males and 75 females using simple random sampling techniques. The experiment was carried out on three (3) groups of pupils. Pupils in experimental groups 1 and 2 were exposed to treatment (problem-solving approach) while the control group was taught using the conventional lecture method. Face and content validity of the instrument was done by three experts, one from mathematics education and two from measurement and evaluation. The reliability co-efficient obtained for MAT using kuder-Richardson was 0.85. Mean and standard deviation were used to analyze the research questions while Analysis of Covariance (ANCOVA) was used test the hypotheses. The findings revealed that problem-solving instructional strategy improves learner’s performance in mathematics irrespective of gender. Based on findings, it was recommended that Primary School teachers who are already in service should be given adequate training through workshops, symposia, conferences and seminars to enhance and acquire better strategies of teaching mathematics.