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This study focused on the analysis of Polya’s problem solving instructional strategy on students’ academic achievement in Economics. The study adopted a quasiexperimental, pretest posttest non-equivalent control group research design. The population of the study comprised all the 31, 630 Senior Secondary School Two (SSII) Economics students in the 299 public secondary schools in the six Education zones of Imo State. A sample of 192 secondary school (SSII) students that offer Economics was drawn from four public secondary schools in Owerri Education zone of Imo State using the purposive sampling technique. The sample was made up of 98 students in the experimental group and 94 students in the control group. Two research questions and two hypotheses respectively guided the study. Data were collected using a 40-item Multiple Choice Economics Achievement Test (MCEAT). The instrument was subjected to content validation using the test blue print developed by the researcher while the reliability was determined using Kuder Richardson (K-R20) formula to establish the internal consistency of the instrument which yielded a reliability index of 0.82. The data collected from the respondents were analyzed using mean and standard deviation to answer the research questions, while the Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The results among others showed that Polya’s problem solving instructional strategy has increasing positive effects on students’ academic achievement in Economics, and that
gender was not a significant factor on students’ achievement in Economics when exposed to polya problem solving instructional strategy.

Oleabhiele, E. O.; Akunya, L. I.; & Ede, M. O. (2022)

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