Mr. I. Ikyanyi, Dr. P. I. Anyagh and Dr. M. T. Abari
Department of Mathematics Education, Joseph Sarwuan Tarka University, Makurdi, Benue State, Nigeria
The study investigates the effect of Polya’s problem-solving approach on Upper Basic Education students’ attitude towards Algebra in Makurdi Metropolis, Benue State, Nigeria. Two research questions and two null hypotheses guided the study. The study adopted quasi-experimental design specifically non-randomized, pretest posttest control group design. The target population for this study was 4,843 (2,227 male and 2,616 female) Upper Basic two students in Makurdi Metropolis of Benue State. A sample size of 125 Upper Basic Education two students was selected for this study. The instrument for data collection was Algebraic Attitude Scale Questionnaire (AASQ) developed by the researchers for data collection. The data collected was subjected to a reliability test using Cronbach Alpha. The reliability value yielded 0.89 indicating that the instrument is reliable. The data collected were analyzed using mean and standard deviation to answer research questions and ANCOVA to test the null hypotheses at 0.05 level of significance. The findings revealed that there is significant difference in the mean attitude ratings scores and difference in the mean attitude ratings of male and female students taught Algebra using Polya’s problem solving approach and those taught using conventional method in faour of Polya’s problem solving approach. The study recommends among others that teachers of mathematics should employ Polya’s problem-solving approach in mathematics class to ensure effective teaching and learning so as to improve students’ attitude towards algebra irrespective of gender.
Keywords: Mathematics, Polya’s Problem-Solving Approach, Upper Basic Education, Attitude, Gender
How to Cite this Article:
Ikyanyi, I., Anyagh, P. I. & Abari, M. T. (2023). Effect of Polya’s Problem-Solving Approach on Upper Basic Education Students’ Attitude towards Algebra in Makurdi Metropolis, Benue State, Nigeria. VillageMath Educational Review (VER), 5(1), 40-53. http://doi.org/10.5281/zenodo.10432053