Abstract:
This study was conducted to investigate the effect of problem solving approach of
teaching on senior high school students’ performances in solving algebraic linear
equation word problems. A quasi-experimental non-equivalent pretest-posttest control
group research design was employed and adopted a mixed method of data analysis
and presentation. The study involved thirty (30) students in the experimental group
and twenty-two (22) in the control group in the Kwaebibirem Municipality of Eastern
Region of Ghana. The experimental group was exposed to problem-solving teaching
strategies, while the control group was taught using a traditional teaching approach. A
pre-test was conducted before the treatment and a post-test after the treatment. The
pre-test and post-test scores obtained by the students were analysed using the
Statistical Package for Social Sciences (SPSS) software. Upon scrutiny of students’
pre-test marked scripts, students’ difficulties in solving algebraic linear equation word
problems were found to be: (1) Lack of understanding of the problem statement; (2)
misinterpretation of the problem statement; (3) computational errors, and (4) inability
of students to apply the appropriate mathematical knowledge. The analysis of
students’ pre-test and post-test scores also showed that students in both control and
experimental groups performed better in the post-test than the pre-test, however, the
experimental group made more improvement in solving algebraic linear equation
word problems as compared to students in control group. The study, therefore,
recommends that mathematics teachers should employ problem-solving approach of
teaching in their lessons in order to enhance students’ understanding of mathematics
concepts, hence, improving their performance in mathematics.
Description:
A Thesis in the Department of Mathematics Education,
Faculty of Science Education, submitted to the School of Graduate Studies in
partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Mathematics Education)
in the University of Education, Winneba
JULY, 2020