EFFECT OF MAYER’S PROBLEM SOLVING STRATEGY ON SENIOR SECONDARY STUDENTS’ RETENTION IN GEOMETRY

MATHEMATICS EDUCATION

This study determined the effect of Mayer’s problem solving strategy on senior secondary students’ retention in geometry. The pretest-posttest-post-posttest quasi-experimental non-randomized control group research design was used. Purposive sampling technique was used to select a sample of 95 students from two intact classes used for the study. Geometry Retention Test (GRT) was the instrument used for data collection. Kuder-Richardson (K-R 21) method was used to obtain the reliabilities of GRT as 0.88. The experimental group was taught using Mayer’s Problem Solving Strategy (MPSS) while the control group was taught using Deductive Learning Strategy (DLS). Mean and standard deviation were used to answer the two research questions while Analysis of Covariance (ANCOVA) was used to test the two null hypotheses formulated. Findings of the study indicated that there was significant difference between the retention levels of students taught geometry using MPPS and those taught with DLS in favour of the MPSS group. Mayer’s problem solving strategy was found to bridge gender gap in the retention of students in geometry. The study recommended that Mayer’s problem solving strategy be utilized for Mathematics instruction by teachers to enhance students’ retention and promote gender equity.

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