Investigating the effect of problem solving approach on senior high school students performances in algebraic linear equation word problems

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.