The effect of integrating poh shen loh’s approach in improving problem-solving skills of students involving quadratic equation

Abstract

This study determined the significant effect of integrating Poh Shen Loh’s Method on the problem-solving skills of Grade 9 students in quadratic equations. The researchers used a quasi-experimental nonequivalent control group design which included two groups of students who received different teaching methods. The researchers used a researcher-created instrument which had been validated and proved reliable to evaluate student performance through authentic quadratic equation challenges that used Polya's Problem-Solving Steps. The researchers used mean standard deviation t-test and ANCOVA statistical tools to analyze data at a 0.05 significance level. Both the control and experimental groups began their study with equal abilities. The pretest results showed both groups achieved satisfactory performance levels while they showed no statistical difference between them. The experimental group achieved better results than the control group because both groups made progress after their intervention which included moving from satisfactory to outstanding performance. The experimental group achieved higher posttest scores which showed a large effect size because the researchers used ANCOVA to show that Poh Shen Loh's Method explained 78 percent of the students' academic progress. The study found that students who learned through Poh Shen Loh's Method developed better procedural skills and conceptual understanding and visual reasoning and independent problem-solving abilities than those who learned through traditional teaching methods.