STUDENTS’ PERFORMANCE IN INTEGRAL CALCULUS IN MKPAT ENIN LOCAL
GOVERNMENT AREA, AKWA IBOM STATE
Dr. George, Idara G.
+234-8030722692
&
Dr. Abasi, Andrew U.
+234-8033632264
Department of Science Education
Akwa Ibom State University, Mkpat Enin, Nigeria
Corresponding Email:
Phone: +234-8033632264
Abstract
This study investigated problem-solving instructional strategy and mathematics students’
performance in integral calculus in Mkpat Enin Local Government Area, Akwa Ibom State. Two
research questions and two hypotheses guided the study. Quasi-experimental research design,
specifically, pretest posttest non-equivalent group was adopted for the study. The population of
the study consisted all government coeducational Senior Secondary School class three (SS3)
students of 2022/2023 academic session. A sample of 80 SS 3 students drawn from intact classes
in two randomly selected secondary schools was used for the study. Mathematics Achievement
Test (MAT) was used as instrument for data collection. The instrument was subjected to face
and content validity. The reliability of the instrument was established using Pearson Product
Moment Correlation Coefficient with a reliability coefficient of 0.77. ANCOVA statistics was to
test the hypotheses. Results revealed that there was a significant difference in the mean posttest
scores of mathematics students in integral calculus when taught using problem solving
instructional strategy and those taught using lecture teaching method in favor of those taught
using problem-solving strategy. Gender had no statistical significant influence on students’
performance in the concept of integral calculus. The researchers recommended that
Mathematics teachers and educators should be encouraged to adopt problem-solving as
instructional strategy in teaching mathematics.
Keywords: problem-solving, performance, gender, integral calculus. DOWNLOAD FUL PDF