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RELATIVE EFFECTIVENESS OF POLYA’S PROBLEM-SOLVING AND ALGEBRAIC GAMES METHODS ON SECONDARY SCHOOL STUDENTS’ INTEREST IN ALGEBRA IN ONITSHA EDUCATION ZONE
Abstract:
Algebra plays a crucial role in mathematics education, and fostering students' interest in algebra is essential for their academic success. This study aims to investigate the relative effectiveness of Polya's problem-solving method and algebraic games method in enhancing secondary school students' interest in algebra in the Onitsha Education Zone.
The study employed a quasi-experimental research design involving two intact classes from two different secondary schools within the Onitsha Education Zone. The participants consisted of 60 students randomly assigned to two groups: the Polya's problem-solving group (n=30) and the algebraic games group (n=30). Both groups received instruction in algebra for a period of eight weeks, with each group exposed to a specific teaching method.
Pre-test and post-test measures were administered to assess students' interest in algebra before and after the intervention. The interest in algebra was measured using a self-report Likert-scale questionnaire. The data collected were analyzed using descriptive statistics and inferential statistics, specifically independent samples t-tests.
The results revealed that both the Polya's problem-solving method and algebraic games method had a positive impact on students' interest in algebra. However, the algebraic games method demonstrated a significantly higher increase in students' interest in algebra compared to the Polya's problem-solving method (p < 0.05).
These findings suggest that incorporating algebraic games into the teaching of algebra can be an effective strategy to enhance students' interest in the subject. The interactive and engaging nature of algebraic games may contribute to increased motivation and enjoyment, leading to a greater interest in algebraic concepts.
Based on the results, it is recommended that mathematics educators and policymakers consider integrating algebraic games as a complementary instructional approach alongside traditional problem-solving methods. Future research should explore the long-term effects of these teaching methods and investigate other factors that may influence students' interest in algebra.
Keywords: Polya's problem-solving method, algebraic games method, secondary school students, interest in algebra, Onitsha Education Zone.
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
RELATIVE EFFECTIVENESS OF POLYA’S PROBLEM-SOLVING AND ALGEBRAIC GAMES METHODS ON SECONDARY SCHOOL STUDENTS’ INTEREST IN ALGEBRA IN ONITSHA EDUCATION ZONE. GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
