Abstract

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This study investigated the effect of Polya's problem solving model on performance in algebraic word problem among secondary school students in Minna, Niger state, Nigeria. The study adopted Quasi experimental control group design involving pre-test and posttest. The population comprised of SS11 mathematics students of public secondary schools from two local government areas in Minna metropolis. The sample of the study comprised of two hundred and forty (240) SS11 students from four schools randomly selected from Bosso and Chanchaga local government areas, Minna. Algebraic word performance test (AWPT) was the instrument used to measure the learners' performance. The instrument was validated by experts from Departments of Science Education, Guidance and Psychology and experienced secondary school mathematics teachers. After pilot testing, the reliability coefficient was 0.69. It was determined using Pearson Product Moment Correlation Coefficient (PPMCC) after test-retest was applied. Two schools were used for experimental group while the other two schools were used as control. The experimental group was taught using Polya's problem-solving model (PPSM) while the control group was taught using the conventional method. Two research questions were raised and answered, and two null hypotheses were tested. Descriptive statistics of mean, and standard deviation were used to answer the research questions while independent ttest was the statistical tool used for testing the hypotheses at 0.05 confidence level. The result revealed that: significant difference exists between the mean performance scores of the students in the experimental group and those in the control group. Significant difference does not exist between the mean performance of male and female students. Male students performed better than female students in the experimental and control group. Based on these findings, it was concluded that Polya problem solving model enhanced the performance of the students in secondary school. The researcher recommends that Polya's problem- solving model should be used to help secondary school learners learn algebra effectively. Secondly, workshops and seminars should be organized to train teachers on how to teach algebraic word problem using Polya's problem-solving model.

Keywords: Polya, Problem-Solving Model, Algebra, Secondary School, Students, Minna, Niger State, Nigeria