<b>Improving Mathematics Interest through Problem-Solving Strategy: Evidence from Senior Secondary Students </b>

Source abstract

This study investigated the impact of a problem-solving instructional strategy on the interest of senior secondary school students in mathematics in Kaduna State, Nigeria. Rooted in Self-Determination Theory, which emphasizes autonomy, competence, and relatedness as drivers of intrinsic motivation, the research employed a quasi-experimental pre-test, post-test control group design. A total of 204 SS2 students from three public schools were assigned to either an experimental group, which was taught using a structured problem-solving strategy, or a control group, which was instructed via conventional methods. Students’ interest in mathematics was assessed using a validated adaptation of the Mathematics Interest Questionnaire (MIQ). Data were analysed using ANCOVA to control for baseline differences. Results indicated a statistically significant positive effect of the problem-solving strategy on students’ post-test interest scores (F(1, 130) = 13.590, p < .001, η² = .095), affirming the hypothesis that learner-centred, inquiry-driven instruction fosters greater affective engagement than traditional approaches. These findings underscore the role of problem-solving in stimulating psychological engagement and enhancing the affective domain in mathematics learning. The study contributes to the broader literature advocating for pedagogical reforms that prioritise active learning, especially within under-resourced and socio-culturally diverse educational contexts. Implications for theory, policy, and instructional practice are discussed, alongside recommendations for future research into long-term and demographic-specific effects of problem-solving pedagogy.