**AUTHOR: OJUKWU THERESA OBIAGELI**

**DEPARTMENT: SCIENCE EDUCATION**

**AFILIATION: NNAMDI AZIKIWE UNIVERSITY, AWKA.**

This work is concerned with the effect of Polya’s language technique on secondary school students’ interest and achievement in mathematics. Four research questions and four hypotheses guided the study. The design was quasi-experimental that used pretest, post-test non-randomized control groups. A total of 166 students stratified and randomly selected from the population of 506 students were involved in the study. Two instruments- Mathematics Interest Scale (MIS) and Mathematics Achievement Test (MAT) were used for data collection. The two instruments were validated by the experts and the reliability established to be 0.89 for MAT and 0.69 for MIS. Data collected were analysed using Mean, Standard deviation and 2 x 2 Multivariate Analysis of Covariance (MANCOVA). From the analysis, it was observed that there was a significant effect of Polya’s technique on the interest of the students; Polya’s technique did not have significant effect on the students’ achievement; there was significant interaction effect between gender and technique as measured by MIS and there was no significant interaction effect between gender and technique as measured by MAT. Since Polya’s language technique enhanced students’ interest in mathematics, by implication teacher effectiveness resulting from the use of this technique will affect students in learning mathematics which may result to sustenance of learner’s interest and remarkable achievements in mathematics. It was recommended that mathematics teachers should use Polya’s technique in teaching students how to solve mathematics problems in order to make them (the students) learn “how to think”; that mathematics teachers should grasp the tenets of the technique, pre service mathematics teachers should be trained on the uses during their training and the serving mathematics teachers also retrained.

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Tags: Advantages of Polya’s Problem Solving, Factors Involved in the Process of Problem Solving, four stages in problem solving, Gagne’s Theory of Learning, George Polya, George Polya’s language techniques, Influence of Gagne’s Learning Theory on Mathematics Teaching and learning, Mathematics Achievement Test, Mathematics Interest Scale, Mathematics teachers, Multivariate Analysis of Covariance (MANCOVA), Problem solving, procedures of problem solving, Role of Mathematics Teachers in Problem Solving, Science Education Thesis., Sequence of Problem Solving Techniques, types of problem solving approaches

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