Author(s): Zalmon Ibaan Gogo, Daso Peter Ojimba and Njoku Godbless

Abstract: The study diagnosed and remediated mathophobia learning disability among junior secondary school students using Polya’s problem solving strategy. Quasi-experimental research design of the pre-test and post-test type was used for the study. The population of the study was 5200 students. A sample of 61 mathophobia junior secondary class three students obtained by purposive sampling technique was used for the study. Mathophobia Diagnostic Questionnaire (MDQ) and Algebra Performance Test (APT) were the instruments for data collection. The reliability coefficients of 0.84 (84%) and 0.76 (76%) were obtained for MDQ and APT respectively using test-retest method and Pearson’s Product Moment Correlation (PPMC). Mean and standard deviation were used to answer the two research questions while Analysis of Covariance (ANCOVA) was used to test the two hypotheses at 0.05 level of significance. The results of the study indicated that mathophobia students taught with Polya’s problem solving strategy significantly performed better than mathophobia students taught using deductive learning strategy. However, the difference in the performance of mathophobia male and female students was not significant when taught using Polya’s problem solving strategy. Polya’s problem solving strategy is recommended for use by teachers of Mathematics to remediate mathophobia among students and promote gender equity in Mathematics learning.

Pages: 117-121 | Views: 486 | Downloads: 9

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