EFFECT OF POLYA’S PROBLEM-SOLVING INSTRUCTIONAL STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN GEOMETRY

Abstract

This study investigated the Effect of Polya’s Problem-Solving Instructional Strategy (PPSIS) on Senior Secondary Two (SS II) Students’ Achievement in Geometry in Nasarawa Central Senatorial District, Nasarawa State, Nigeria. Three research questions and three hypotheses guided the study. Quasi-experiment of the pre-test, post-test non-equivalence control group research design was adopted for the study. Senior secondary two (SS 2) students from all the 63 public secondary schools in Nasarawa Central Senatorial District totaling nine thousand, three hundred and seventy-four (9,374) formed the population of this study. The sample of the study comprised two hundred and seventeen (217) students (101 males and 116 females) drawn from 4 randomly sampled schools from the four local government areas in the district. Geometry Achievement Test (GAT) with reliability coefficients of 0.71 (for internal consistency) and 0.85 (for stability) was used as instruments for data collection of the study. Mean and standard deviation were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 95% confidence level. The results revealed among others that: Polya’s Problem-Solving Instructional Strategy (PPSIS) significantly enhanced the mean achievement of the students in geometry more than the conventional chalk and talk method. Equally, the result further revealed that there was no significant difference between the mean achievement scores of male and female students taught geometry using PPSIS. While the interaction between the methods and gender on the students mean achievement scores in geometry was not statistically significant. The study concluded that Polya’s Problem-Solving Instructional Strategy (PPSIS) was superior to the conventional chalk and talk method in enhancing students’ academic achievement in geometry. Based on the findings of the study, it was recommended among others that mathematics teachers should prioritize the use of Polya’s Problem-Solving Instructional Strategy (PPSIS) since it has been proven to have a significant positive effect on the academic achievement of the students in geometry.