Using Problem-Solving Strategies to Improve Students Performance in Mathematics in Senior High Schools in the North Tongu District, Ghana

Abstract

This study aimed to investigate how problem-solving strategies can be used to improve students' performance in mathematics in Senior High Schools in the North Tongu District. The study used the descriptive survey design underpinned by positivist philosophical thought. The data were collected using a four-point Likert-type scale questionnaire. The sample size for the study was 170 respondents purposefully selected. A questionnaire was administered to teachers and students. The data were analysed using regression, one-way analysis of variance (ANOVA), frequency, percentages, mean and standard deviation. It emerged from the study that teaching students in smaller groups effectively shows teachers conscious thinking about problem-solving strategies. The study pointed out that cooperative work among teachers in a set of algorithms and rules that cover all possibilities is a good sign of teacher knowledge in problem-solving strategies. The findings further revealed that teachers' high level of teaching experience in mathematics significantly impacts their application of problem-solving strategies in their classrooms and helps improve students' mathematics performance. It was recommended that the curriculum division of the GES should improve and transform the country's secondary mathematics curricula and instructional tools to include a problem-solving approach/strategy in teaching mathematics. It was also established that periodic visits to schools to supervise whether the implementation is ongoing and to support teachers with challenging issues is highly recommended.