Effect of Problem Solving Ability on Mathematics Achievement among Secondary School Students: An Empirical Study

The purpose of the present study is to investigate the mathematics achievement of secondary school students in relation to problem solving ability and gender. Descriptive survey method was used. Problem Solving Ability and Gender were treated as independent variables whereas Mathematics Achievement was treated as dependent variable. A sample of 400 secondary school students was selected through multi-stage random sampling technique. Problem Solving Ability Test for school students (PSA) by Dubey (2011) [5] was used to assess the problem solving ability of the students. Mathematics Achievement Test (MAT) developed by Singh and Jaidka (2015) [18] was used to assess the mathematics achievement of secondary school students. The obtained data was analyzed using Two Way ANOVA with 3x2 factorial design. Levene’s Test of Homogeneity of Variance was also applied to test the assumption of homogeneity of variance for ANOVA. The findings of the study revealed that problem solving ability and gender has significant main effect on the mathematics achievement of the secondary school students. However, no significant double interaction effect of problem solving ability and gender on mathematics achievement of the secondary school students was found. Thus, efforts should be made to help the students to improve their problem solving ability which will help them in improving their mathematics achievement. Workshops and seminars should also be organized in all educational institution to guide the students about the various techniques to enhance the mathematics achievement. The findings of the present study has an implication for teachers that they should use the appropriate classroom techniques, methods and tools so that better problem solving ability can be accomplished.