Effects of Problem Solving Instructional Method on Attitude and Performance in Algebra Among Senior Secondary School Students

Effects of Problem Solving Instructional Method on Attitude and Performance in Algebra Among Senior Secondary School Students in Kaduna State Nigeria

Chapter One

 OBJECTIVES OF THE STUDY

The main objective of this study was to investigate effects of problem solving strategy on attitude and performance in algebra among senior secondary school students in Kaduna State Nigeria, the other specific objectives are to:-

1. Establish the attitude of student taught Algebra with problem solving strategy (EG) and those taught with conventional method(CG).
2. Find out the difference between performance of student taught Algebra with problem solving strategy (EG) and those taught with conventional method(CG).
3. Investigate the attitude of Male and Female students taught Algebra with problem solving strategy(EG).
4. Find out difference in performance of male and female students taught Algebra with problem solving strategy(EG),
5. Find out if students from Urban and Rural areas taught Algebra with problem solving strategy (EG) differs in

CHAPTER TWO

REVIEW OF RELATED LITERATURE

 INTRODUCTION

The purpose of this study is to investigate the effect of Problem Solving Instructional Method on Attitude and performance in Algebra among Secondary School Students in Kaduna State. The chapter reviewed literature related to the study on attitude towards learning and performance in Algebra at senior secondary school. Literature reviewed was cited both from within Nigeria and from studies done outside Nigeria. The review for better understanding was organized under the following subheadings:

 Theoretical Frame Work.

Ojoko (2001) defines teaching as the art and science of directing the learning process. According to him, teaching is often viewed narrowly as a process of imparting knowledge and skills in developing attitudes, it is also entails managing instructional facilities and equipment providing and organizing learning materials and resources and meeting students‟ needs. However, Gbamanja (2001) states certain principles of teaching to include:

1. Planned teaching results in more teaching
2. Students tend to achieve in ways they are tested
3. Students learn more effectively if they know the objectives and are shown how to gain the ends.
4. The teachers function in the learning process is that of guidance to reach an objective and that pupils learn from one

He pointed out that the problem of simulating students to be thrilled with learning and gaining the zest for Education that will continue for life is an elaborate task. Furthermore, he pointed out that the teaching profession is concerned fundamentally with the attainment of maximum beneficial learning for the individual. It is the teachers‟ task to ensure that learning is efficient and effective in order for students‟ to discover their human potential. Invariably, methods of teaching are derived from four modes of teaching as postulated by Gbamanja (2001). These four mode of teaching are didactic model, heuristic mode, philetic mode and the guristic mode. He further explained that the didactic is the telling mode of teaching.   Activities   of this   mode   include:   lectures,   assignments, recitations and examinations. The content of this mode of teaching is traditional subject matter.

The heuristic mode involves the inquiry and discovery methods. Here, the teacher act as an arranger, organizing inquiry/discovery activities to facilitate meaningful learning. Activities of this mode include organizing learners, giving criteria, holding conferences and checking progress of students. However, the philechic mode of teaching is the affective style and it involves the arousal of student‟s feeling or opinions. A philetic teacher is a friend, counselor and a „parent‟. The teachers who operate in this mode create moods and a performer of things for the enjoyment of students. All these activities are focused on the ego of the learner.

The guristic mode of instruction involves the teacher explaining his experiences or feelings. There is no motive to teach, no desire to impact any of the above three modes. From the teachers‟ information about his own view of life, students pick out what their lines of interest are. The guristic teacher is a good interpreter of the future. He sees the future and imagines for the learn

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