Overcoming Challenges in Understanding Simultaneous Equations: Insights from a Problem-Solving Intervention Study

Samuel Tatsi; Patrick Asamoah

doi:10.55927/ajns.v3i3.14017

Authors

Samuel Tatsi School of Education and Life-Long Learning, University of Education, Winneba
Patrick Asamoah Faculty of Applied Behavioural Sciences in Education, University of Education, Winneba

DOI:

https://doi.org/10.55927/ajns.v3i3.14017

Keywords:

Elimination method, Problem-solving approach, Simultaneous equations Substitution method

Abstract

The study investigated the effect of the problem-solving approach on students’ performance in solving simultaneous equations drawing on the problem-solving theory and a review of relevant literature. The study was guided by the positivist research paradigm, which is in line with the quantitative approach and directed by the quasi-experimental non-equivalent pre-test and post-test design. The sample size was 184 JHS students who were randomly selected from poor performing JHS schools in the Ho West District of the Volta Region. Pre-test and post-test were used to collect data. Data were analysed using means, standard deviations, independent samples t-test, and analysis of covariance (ANCOVA). The results were analysed using independent samples t-tests to compare the pre-test and post-test scores between the control and experimental groups. The findings revealed that the experimental group outperformed the control group in all two methods, with statistically significant differences in their post-test scores. The findings provide strong support for the integration of the problem-solving approach in mathematics instruction, especially in the teaching of algebraic concepts such as simultaneous equations.

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