Impact of Problem-Solving Instruction on Grade 10 Math Achievement in a Secondary School in Jamaica
Abstract: This study examined the impact of problem-solving instruction on the mathematics achievement and attendance of Grade 10 students at a rural secondary school in Jamaica. A quasi-experimental pre-test and post-test design compared students receiving traditional instruction with students receiving problem-solving instruction during a three-week algebra intervention. Both groups improved academically, with the experimental group recording a larger mean increase. However, a significant baseline difference between the groups limits attribution of the post-test difference solely to problem-solving instruction. Attendance in the experimental group also increased significantly during the intervention, although other factors affecting attendance were not controlled. The findings suggest that problem-solving instruction is promising for supporting mathematics learning, but further studies with better baseline equivalence and control of potential confounding variables are recommended.
Keywords: problem-solving instruction, mathematics achievement, rural secondary school, Jamaica
How to Cite?: Kerine Morris, Olusegun Afis Ismail, "Impact of Problem-Solving Instruction on Grade 10 Math Achievement in a Secondary School in Jamaica", Volume 15 Issue 8, August 2026, International Journal of Science and Research (IJSR), Pages: 1887-1896, https://www.ijsr.net/getabstract.php?paperid=SR26826064306, DOI: https://dx.doi.org/10.21275/SR26826064306