Effects of teaching through problem - solving approach on students mathematics achievement in secondary schools Kenya
Date
2019-08
Authors
Kigamba, John Gakinya
Journal Title
Journal ISSN
Volume Title
Publisher
Strathmore University
Abstract
Student’s low performance in Mathematics at Kenya Certificate of Secondary
Education (KCSE) in Kenya has been of concern to primary and secondary
stakeholders. This is because the performance in Mathematics determines student’s
participation in science oriented program-mes at tertiary level. Many interventions have
been put in place but low performance persisted. Although science progarnrnes have
been targeted by the country (Kenya) to support their development agenda as described
in the current vision 2030 which includes social, economic, technological and industrial
development. The study examined the effects of teaching through problem solving on
students achievements in Mathematics in secondary schools of Muranga County. The
study was guided by the following two objectives to: compare students’ performance in
Mathematics for those taught using problem - solving strategies with those taught using
conventional strategies and assess the students change in attitude towards Mathematics
when taught through problem - solving strategies in teaching of Mathematics in
secondary schools. The study employed quasi experimental design using Solomon Four
Group design. The target population was all students in 340 secondary schools in
Muranga County. Accessible population was Form Three students comprising 28,475.
Four schools were randomly sampled from four categories stratified according to their
previous four years KCSE performance giving a total of 16 schools: 8 schools
experimental and 8 schools control. Eight schools participated in pre-test and all 16
schools received post- test Mathematics achievements tests after intervention. Data
from the research instruments were coded and analysed using Statistical Package for
Social Sciences (SPSS) version 23. To establish if there is any significance means
difference between students taught through problem solving and those taught through
conventional strategies t tests and Analysis of Variance (ANOVA) were carried out. In
order to establish the effect of problem solving method approach of teaching Cohens d
is used. The study established that students pre-test means differences insignificant (t
(273) = 0.924) and Cohens d = 0.17 which is small effect P 1, 0.05. The post test
revealed that students performance improved significantly (F (540) — 2.537, p =
0.0025, i 0.05) and Cohens effect of 0.71 which is positive moderate effect. Problem
solving skills helped to change the students Attitude towards Mathematics Cohens d of
0.88 which is large. There is overall improvement on Mathematics achievement which
benefits students in secondary schools in Kenya to pursue their future career choice.
The study recommends that students and teachers should embrace problem solving
rather than conventional methods for better achievement in Mathematics in secondary
schools in Kenya.
Description
Paper presented at the 5th Strathmore International Mathematics Conference (SIMC 2019), 12 - 16 August 2019, Strathmore University, Nairobi, Kenya
Keywords
Mathematics achievement, Problem Solving, Attitudes