Effect of Polya's Problem-Solving Strategy on Academic Performance and Self-Efficacy in Thermochemistry among Secondary School Students, Funtua Zone, Katsina State, Nigeria
1 Department of Science Education, Ahmadu Bello University, Zaria, Nigeria
* Corresponding author: samuelkelvin@jossme.org.ng
* Corresponding author: samuelkelvin@jossme.org.ng
Abstract
This study investigated the effect of Polya's
problem-solving strategy on academic performance and self-efficacy in
thermochemistry among senior secondary school chemistry students in Funtua
Education Zone, Katsina State, Nigeria. A quasi-experimental pre-test,
post-test non-equivalent control group design was adopted. The population
comprised 4,250 Senior Secondary II (SSII) chemistry students across the zone.
A sample of 180 students was drawn using multi-stage and purposive sampling
techniques from two co-educational schools, assigned to experimental (Polya's
strategy, n = 92) and control (conventional teaching method, n = 88) groups.
Two validated instruments, the Thermochemistry Performance Test (TPT, r = 0.84)
and the Thermochemistry Self-Efficacy Questionnaire (TSEQ, α = 0.88), were used
for data collection. Data were analyzed using mean, standard deviation, and
Analysis of Covariance (ANCOVA) at the 0.05 level of significance. Findings
revealed that students taught using Polya's strategy achieved significantly
higher post-test academic performance scores than those taught conventionally,
F(1, 177) = 42.15, p < .001, partial η² = .19 (Cohen's d = 2.23). Polya's
strategy also significantly enhanced students' thermochemistry self-efficacy
beliefs, F(1, 177) = 31.44, p < .001, partial η² = .15 (Cohen's d = 2.84).
Both effect sizes are large by conventional standards, indicating that the
advantage of Polya's strategy is educationally, and not merely statistically,
meaningful. The study concludes that Polya's heuristic sequence is an effective
pedagogical framework for reducing abstract bottlenecks in chemistry
instruction and recommends its integration into mainstream science
teacher-preparation curricula
Keywords
Polya's strategy
problem-solving
academic performance
self-efficacy
thermochemistry
References
- Aliyu, H., Abdullahi, A., & Garba, A. (2024). Role of PhET interactive simulation as virtual technology that facilitates learning of chemistry: A systematic review of chemical concepts, learning theories, instructional modes and strategies. Rima International Journal of Education (RIJE), 3(2).
- Babangida, A. K., & Bashir, S. (2025). Effect of Polya's problem-solving model on performance in respiration concept among secondary school students in Zamfara State, Nigeria. Journal of Research in Science and Mathematics Education, 11(2), 275–284.
- Bada, A., & Jita, L. (2023). Effect of brain-based teaching strategy on students' retention and self-efficacy in heat energy. Journal of Technology and Science Education, 13(1), 276–287. https://doi.org/10.3926/jotse.1629
- Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
- Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
- Ganajóvá, M., Orosová, R., Sotáková, I., & Letošníková, P. (2025). The effect of inquiry-based teaching on students' attitudes toward science as an academic subject as well as science and technology in general. Frontiers in Education, 10, Article 1708139. https://doi.org/10.3389/feduc.2025.1708139
- Obinatu, B., & Omebe, C. A. (2025). Effect of Polya's problem-solving instructional strategy on senior secondary school students' achievement in geometry. Unizik Journal of Educational Research, Science and Vocational Studies, 2(1), 537–548.
- Okanlawon, A. E. (2020). Constructing a pedagogical content knowledge framework for teaching reaction stoichiometry. Chemistry Education Research and Practice, 21(2), 512–525.
- Polya, G. (1957). How to solve it: A new aspect of mathematical method (2nd ed.). Princeton University Press.
How to Cite
Kelvin, S., & Lawal, A. (2026). Effect of Polya's Problem-Solving Strategy on Academic Performance and Self-Efficacy in Thermochemistry among Secondary School Students, Funtua Zone, Katsina State, Nigeria. Journal of Studies in Science and Mathematics Education, 6(1), 252–258. https://doi.org/10.67203/jossme.2026.wxn2xnj1
S. Kelvin, and A. Lawal, "Effect of Polya's Problem-Solving Strategy on Academic Performance and Self-Efficacy in Thermochemistry among Secondary School Students, Funtua Zone, Katsina State, Nigeria," Journal of Studies in Science and Mathematics Education, vol. 6, no. 1, pp. 252–258, August 2026. doi: 10.67203/jossme.2026.wxn2xnj1
