Analysis of Problem-Solving Difficulties with Quadratic Equations among Senior Secondary Schools Students in Zaria, Nigeria

Abstract

The study analyzes the problem-solving difficulties in quadratic equation among senior secondary school students in Zaria, Nigeria, using the Jackson-Ashmore model. A total of 126 Senior Secondary 2 mathematics students randomly selected from three private schools in Zaria with a mean age of 17 constituted the sample size for the study. The Mathematics achievement tests (MAT), Mathematics competence test (MCT)   and Problem-solving Test in quadratic equation (PSTQ) were used for the study. The students were classified as high achievers and achievers using the categorization test score designed by the investigator. Data were analyzed using facility values (FV), mean, simple percentages (%) and chi-square statistics. The findings from the study showed that the students performed poorly in mathematical problems involving quadratic equations. The students had difficulties not only in defining a problem goal and recall of appropriate mathematical information, but also with the correct strategies required to reason through and solve the problem. On the basis of this study it is recommended among others that the teacher as facilitator of the teaching–learning process should encourage the learners to concentrate on one point at a time and proceed stepwise in a logical manner    to reduce attendant difficulty and improve critical reasoning. Also, by giving learners enough opportunities to do problem-solving exercises in quadratic equation will go a long way in assisting them to clarify a problem goal.