Elizabeth Julius

Mathematics problem-solving skills is a vital component of 21st-century learning; however, many students face challenges due to lack of engagement and limited real-life application of concepts. Effect of Project-Based Learning approach on Problem-solving ability in Mathematics among Secondary School Students in kebbi Metropolis, Kebbi State. A quasi-experimental design was employed, involving some selected secondary schools within Kebbi metropolis, where the experimental group was exposed to PBL strategies, while the control group received traditional instruction. Data were collected using the Mathematics Problem-Solving Skills Test (MPST) and analyzed using descriptive and inferential statistics. The MPST was validated by experts in mathematics education and measurement and evaluation. Similarly, the reliability of the MPST was determined using the Kuder-Richardson 20 (KR-20) formula, where a reliability coefficient of 0.75 was achieved. The findings revealed that students taught through PBL demonstrated significantly improved problem-solving abilities compared to those in the conventional learning environment. The study concludes that project-based learning is an effective instructional method for promoting mathematical thinking and recommends its integration into the mathematics curriculum in secondary schools.

Mathematics is required from primary (basic) through junior secondary and senior secondary levels of education in Nigeria. The position of mathematics within the curriculum is reflective of the significance of the subject to the expansion of scientific knowledge and technological capability. However, student performance in mathematics, particularly algebraic aspects, is a challenge for Nigerian secondary school students. The purpose of this study was to investigate the relationship between self-concept (SC), emotional intelligence (EI), and problem-solving skills (PSS) on students’ attitudes towards solving algebraic problems (ATSAP). The study aimed at developing a model based on students’ SC, EI, PSS, and ATSAP. A total of 377 students were proportionately and randomly selected to collect the quantitative data. Two instruments: (i) a questionnaire measuring SC, EI, and ATSAP, and (ii) a test measuring PSS developed by the researcher, were used in this study. The data was analyzed by using structural equation modelling (SEM) and partial least square (SEM-PLS3). The major findings of the study revealed that secondary school students’ PSS could be improved with due consideration of their SC and EI. However, the three hypotheses tested indicated that there was a significant but negative relationship between SC and the students’ ATSAP (t > ±1.96, α = 0.05) and also there was a significant positive relationship between PSS and their ATSAP; however, the relationship between EI and their ATSAP was not significant (t < ±1.96, α = 0.05). Therefore, a model was developed based on the study’s findings. This model has a practical implication for the federal and state governments, curriculum planners, students, teachers, and parents.

This study aimed to determine the relationship between self-concept and problem-solving skills in students’ attitudes towards solving algebraic problems. 377 students were utilized in the study. Two instruments were used to gather data: a problem-solving performance test and a questionnaire on self-concept and attitudes towards solving algebraic problems. The instrument was developed through concept analysis and review of literature; validated by subject matter experts. Lawshe’s (1975) content validity ratio was used to ascertain the validity of the instrument. Reliability of the instruments was established through the utilization of the most common and the best index of internal consistency known as Cronbach’s coefficient alpha. The findings showed based on the three hypotheses tested that there is a significant but negative relationship between self-concept and students’ attitude toward solving algebraic problems (ATPS) and also there is a significant positive relationship between problem-solving skills and their ATPS. However, the findings also indicated that there was no significant relationship between students’ problem-solving skills and their self-concept. It was concluded that schools in collaboration with the Ministry of Education should organize inter and intra mathematics competitions on algebraic problem-solving skills.