Effect of Polya Problem Solving Teaching Method on the Achievement of Students in Algebra

Abstract

The study investigated the effect of Polya problem solving teaching method on the achievement of students in algebra. The study employed quasi-treatment design. Three (3) research questions were asked and three (3) null hypotheses were formulated for the study. The population of the study was made up of 3600 SSII students in all the thirty one (31) secondary schools in Nsukka education zone of Enugu State. The sample for the study comprised of 300 SSII students drawn from four (4) co-educational schools out of 31 co-educational schools in Nsukka Education Zone of Enugu State drawn through simple random technique. In each of the 4 co-educational schools drawn 8 intact classes of SSII were randomly drawn. 4 intact classes out of the 8 intact classes were assigned to treatment group, while the 4 intact classes were assigned to control group. The treatment group consisted of 160 students who were taught algebra using Polya problem solving teaching method and the control group comprising 140 students who were taught algebra using the conventional method. Data were collected using algebra achievement test (AAT) for both pretest and post-test. Data were analyzed quantitatively using mean and standard deviation, while null hypotheses were tested at 0.05 level of significance using ANOVA. It was revealed from the study that polya problem solving teaching method increased the achievement of students in algebra and is superior to the conventional method of teaching algebra. Also, the study revealed that there was no significance difference in mean achievement scores of males an females in algebra. Based on the findings of the study, the researcher recommended among other things that polya problem solving teaching method should be used in teaching algebra and that mathematics teacher should be trained through workshops, in-service training, seminars etc on the uses of Polya problem solving teaching method approach in teaching algebra in all senior secondary schools for higher academic excellence mathematics generally and algebra in particular. In conclusion, students taught algebra with polya problem solving teaching method had higher mean achievement score than those taught with conventional teaching method. It was therefore concluded that Polya problem solving teaching method enhances students’ achievement in algebra.

Keywords: Polya, problem solving, teaching method

DOI: 10.7176/RHSS/12-6-04

Publication date:March 31^st 2022