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

• Main Authors: Ibrahim, Habu, Osman, Sharifah, Abdullah, Abdul Halim
• Format: Article
• Language: English
• Published: Human Resource Management Academic Research Society (HRMARS) 2023
• Subjects: L Education (General); LG Individual institutions (Asia. Africa)
• Online Access: http://eprints.utm.my/105328/1/SharifahOsman2023_ExploringLearningStrategiesandAlgebraAchievementaStudy.pdf; http://eprints.utm.my/105328/; http://dx.doi.org/10.6007/IJARPED/v12-i4/19789

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.