Four-ability Problem-solving Method and Senior Secondary School Students Academic Achievement in Mathematics Word-problems in Oyo South Senatorial District

Abstract

Many secondary school students continue to struggle with solving Mathematics word problems, a challenge largely attributed to ineffective teaching methods, language-related difficulties, and a lack of focus on developing critical thinking skills. This study explored Four-Ability Problem- Solving Method and its effect on academic performance of Senior Secondary School students in Mathematics word problems within the Oyo South Senatorial District. One hypothesis was tested at 0.05 level of significance using a pretest–posttest quasi-experimental design. A total of 140 SS II students randomly selected from two schools participated in the research. A researcher structure Mathematics Word Problems Achievement Test (MWPAT)( KR-20 = 0.89), validated by experts served as the instrument for data collection. Data were analyzed using Analysis of Covariance (ANCOVA). The results revealed a significant positive effect of the Four-Ability Problem-Solving Method on students' Achievement in Mathematics word problems: F(1; 137) = 26.608; p < 0.05. Based on the findings, the study concludes that the method greatly improved students' academic achievement and recommends its integration into classroom teaching to enhance students' comprehension and success in solving Mathematics word problems.

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