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Exploring learning strategies and algebra achievement: a study of senior secondary school students in Adamawa State, Nigeria.

Ibrahim, Habu and Osman, Sharifah and Abdullah, Abdul Halim (2023) Exploring learning strategies and algebra achievement: a study of senior secondary school students in Adamawa State, Nigeria. International Journal Of Academic Research In Progressive Education And Development, 12 (4). pp. 509-520. ISSN 2226-6348

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Official URL: http://dx.doi.org/10.6007/IJARPED/v12-i4/19789

Abstract

Algebra achievement is a cornerstone of a student's academic success, but the effective teaching and learning of algebra pose significant challenges in the educational landscape. A student's learning strategies is seen through the consistent methods they employ to acquire knowledge, which play a pivotal role in this process. Equally critical is the development of problem-solving skills, which are essential for nurturing mathematical logical reasoning. This study sheds light on a pressing issue—senior secondary school students in Adamawa State, Nigeria, are struggling with interpreting algebraic problems, and this calls for immediate attention. The primary objective of this research is to explore the intricate relationship between learning strategies and achievement in interpreting algebraic problems among these students. A carefully selected cohort of 273 senior secondary school students, aged 15 to 17, residing in the Hong local government area of Adamawa State, formed the basis of this study. To discern the students' learning strategies, this study utilized a 12-item Kolb's learning strategy inventory. Simultaneously, students’ achievement in interpreting algebraic problems was measured using a 6-item algebraic problem-solving test. The findings illuminate an interesting connection between students' learning preferences and their ability to interpret algebraic equations, with most students favouring the assimilating and converging learning strategy. Remarkably, this preference correlates with exam scores ranging from 75 to 80 percent in the domain of interpreting algebraic problems. These results, therefore, present a compelling argument for educators to reconsider and adapt their teaching methods. This study carries implications that extend beyond its specific context. By revealing the interplay between learning strategies and algebra achievement, it offers educators, administrators, and policymakers a valuable resource for refining pedagogical approaches.

Item Type:Article
Uncontrolled Keywords:Learning Strategies, Algebra, Algebraic Problems, Mathematics Education, Secondary School
Subjects:L Education > L Education (General)
L Education > LG Individual institutions (Asia. Africa)
Divisions:School of Professional and Continuing Education
ID Code:105328
Deposited By: Muhamad Idham Sulong
Deposited On:21 Apr 2024 04:12
Last Modified:21 Apr 2024 04:12

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