Problem-solving Strategy as a Determinant of Pupil’s Academic Performance in Numeracy in Ekiti Local Government Area, Kwara State

Abstract

One may be aware that the numeracy performance of the pupils was no more encouraging. The researcher, therefore, examined problem-solving strategy as a determinant of a pupil’s academic performance in numeracy. A quasi-experimental design was used, consisting of a series of pre and post-tests. Scores were collected using PNPT. Numeracy teachers validated the instrument. PPMC was used to obtain reliability at 0.81. The collected data were analysed using analysis of covariance (ANCOVA) at a significance level of 0.05. It was found that there was a significant effect of the problem-solving strategy on pupils’ numeracy academic performance (F 1; 51) = 8.691, P 0.05). It was concluded that using a problem-solving approach can help students become more successful in the classroom, acquire new knowledge, and broaden their horizons. It was suggested that the teachers should be provided with seminars and workshops on how to use problem-solving strategies in the classroom Keywords: Numeracy, Academic performance, Problem-solving strategy and gender