Effect of Polya 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 Polya model (PM) Problem-solving Instructional strategy on Academic Achievement and Retention in Trigonometry 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 schools in Ikot Ekpene. Two intact classes were used for the study; the experimental class was taught using PM, and the control class was taught using the lecture method. Two research questions and two hypotheses were formulated and tested at the 0.05 level of significance. The Mathematics Achievements test, with a reliability index of 0.83, was the instrument used for data collection. Data collected were analysed using mean, standard deviation, and analysis of covariance (ANCOVA). The study indicates that students taught using PM performed significantly better than those taught using the lecture method. There is no significant difference between the mean achievement scores of male and female students taught mathematics using the Polya problem-solving model instructional strategy. Female students taught mathematics using the Polya problem-solving model instructional strategy retained slightly higher than their male counterparts taught with the Polya problem-solving Model 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 PM strategy in worked examples to afford teachers and students the opportunity to use the strategy. Teachers should use PM for teaching trigonometric concepts in schools, and more attention should be given to female students. These will enhance students’ academic achievement and retention.