Effect of Bransford-Stein Model Problem-Solving Instructional Strategy on Academic Achievement and Retention in Mathematics among Senior Secondary School Students in Akwa Ibom State

Abstract

The study examined the effects of Bransford-Stein model (BSM) Problem-solving Instructional Strategy on Academic Achievement and Retention in Mathematics among Secondary School Students in Akwa Ibom State. A quasi-experimental pretest, posttest, control group design was used for the study. A sample of 200 (92 males, 108 females) senior secondary school two (SS2) students was drawn from the public secondary schools in Ikot Ekpene Town. Two intact classes were used for the study; the experimental class was taught using the BSM, and the control class was taught using the lecture method. Two research hypotheses were formulated and tested at a 0.05 significance level. The Mathematic Achievements test, with a reliability index of 0.83, was the instrument used for data collection. The data collected were analysed using mean, standard deviation, and analysis of covariance (ANCOVA). The findings indicate that students taught using BSM performed significantly better than those taught using the lecture method. Male students achieved more than their female counterparts taught with BSM. Also, male students retained more than their female counterparts when taught with the same BSM instructional strategy. It is recommended that female teachers should be employed and deployed to teach in order to encourage female students. Authors should use the steps of the BSM strategy in worked examples to afford teachers and students the opportunity to use the strategy. Teachers should use BSM for teaching mathematical concepts in schools, and more attention should be given to female students. These will enhance students’ academic achievement and retention.