Enhancing problem-solving skills in Mathematics among high school students

Author

Murondi, Pelagia

Title

Enhancing problem-solving skills in Mathematics among high school students

Abstract

Despite the increasing recognition of learner-centred approaches in improving mathematics education, many challenges persist in their effective implementation. This mixed-methods study investigates the strategies for enhancing problem-solving abilities in mathematics among high school students at Mfakose High School, Triangle, and Chiredzi. Grounded in Constructivist Learning Theory (Vygotsky, 1978), Social Cognitive Theory (Bandura, 1986), and Metacognitive Theory (Flagella, 1979), the research examines how instructional techniques, student engagement, and teacher effectiveness impact mathematical problem-solving skills. The study adopts a mixed methods design involving mathematics students and teachers. Data were collected through structured questionnaires, interviews, and lesson observations, employing both convenience and purposive sampling methods to ensure accessibility and expertise. Key variables included teaching methods, instructional resources, and strategies as independent variables, while the dependent variable focused on students’ problem-solving abilities measured through test scores and qualitative feedback. This study underscores the need for targeted professional development, adequate resources, and supportive learning environments to optimize mathematics instruction. The research offers practical insights for policymakers, educators, and school administrators, contributing to the enhancement of learner-centred strategies aimed at improving problem solving abilities in mathematics.

Date

August 2024

Publisher

BUSE

Keywords

Problem-Solving Skills

High School Students

Supervisor

Dr. Z. Ndemo