Effect of Joint Problem-Solving Instructional Strategy on Students’ Achievement in Mathematics among Senior Secondary Schools by Gender

  • Toinpere Mercy FREDERICK-JONAH
  • Aggrey Richman OLOTU
Keywords: Achievement, Gender, Joint Problem-Solving, Instructional Strategy, Lecture Strategy, Mathematics

Abstract

The study examined the effect of joint problem-solving instructional strategy on students’ achievement in mathematics by gender among senior secondary schools in Yenagoa Local Government Area of Bayelsa State, Nigeria. A pretest-posttest control group quasi-experimental design was adopted. A total of eighty-eight (88) SS2 students were involved in the study. Two schools were selected purposively and randomly assigned to experimental and control groups. Also, one intact class was randomly selected for experimental and control groups. The study lasted for five (5) weeks. Mathematics Achievement Test (MAT) was used for data collection and it had a reliability index of 0.89 using Kuder-Richardson Formula 21 (KR-21). Also, two instructional guides were used as teaching guides for the experimental and control groups. All the instruments were duly validated using expert review. One research question was answered and one hypothesis was tested at a 0.05 level of significance. Mean and standard deviation was used to analyze the research question and Analysis of Covariance (ANCOVA) for the hypothesis. Treatment had a non-significant effect on students’ achievement in mathematics by gender (F1,83 = 66.186; p < 0.05; partial eta Squared = 0.001), which gives an effect size of 0.1 percent. The finding showed that a joint problem-solving instructional strategy improves students’ achievement in mathematics equally for both male and female students. Based on the findings, it was recommended among others, that teachers should utilize joint problem-solving instructional strategies to improve the achievement of both male and female students in mathematics in secondary schools.
Published
2022-05-27
Section
Articles