Year: 2025 | Month: May | Volume: 12 | Issue: 5 | Pages: 700-710
DOI: https://doi.org/10.52403/ijrr.20250575
Effect of Problem Based Learning Instructional Strategy on Students’ Academic Achievement in Mathematics in Somolu Lagos State, Nigeria
Toyin Alaba Adekitan Odupe1, Olalekan Zaccheaus Opeisa2, Fisayo Areelu3, Williams Adewole Onasanya4, Adegbuyi David Gbadebo5
1,3,4Lecturers, Department of Mathematics Education, College of Science Education, Lagos State University of Education, Lagos Nigeria
2HOS, General Education Section, Government Technical College, Odomola, Epe Lagos State Nigeria.
5Lecturer, Department of Computer Science, College of Information Technology, Lagos state University of Education, Lagos Nigeria
Corresponding Author: Williams Adewole Onasanya
ABSTRACT
The study investigated the effect of problem based learning instructional strategy on students’ academic achievement in mathematics. It is a 2 x 2 x 3 pre-test, post-test quasi experimental factorial design. The population comprised of all senior secondary two students (SSII) in Somolu Local Government Area of Lagos State. Proportionate sampling technique was used to select six (6) equivalent co-educational senior secondary schools that are distinctively located from one another within the Local Government area. Random sampling technique was used to select one hundred and twenty-three (123) students as sample. Problem Solving Achievement Test in Mathematics (PSATM) was the tool used for data collection. It was a 8 item essay test poised to test the students’ ability to solve and interpret results in mathematics using the Polya problem solving approach. The tool was subjected to both face and content validity by lecturers in mathematics department. The modified copy was administered on sample outside and a reliability index of 0.54 was gotten. Firstly, the tool was administered on the sampled students since it was an intact class. It was re-arranged before re-administering after the treatment for three weeks. Descriptive statistics (mean and standard deviation), T-test and Analysis of Co-Variance (ANCOVA) were employed to analyse the data collected. Results revealed that students taught mathematics using problem based learning instructional strategy achieved more than the conventional group. The high ability students were significantly better than the average students while the average ability students were significantly better than the low ability students. In addition, both male and female students were positively affected by the approach. Recommendation made were that secondary school teachers should incorporate problem based learning instructional strategy in the lessons. Professional bodies should organize workshops and seminars on how to effectively use problem based instructional strategy in the classroom.
Keywords: Problem Based Learning, Mathematics, Academic Achievement, Gender.
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