Polya’s Problem-Solving Method’s Influence on Secondary Schools Students’ Achievement and Retention in Biology in Delta Central Senatorial District

Abstract

This quasi-experimental study examined the impact of Polya's problem-solving approach on students' achievement and retention in Biology among a population of 12,163 Senior Secondary two (SSII) Biology students in Delta Central Senatorial District public schools. The study was guided by two research questions and two hypotheses. A sample of 349 students was randomly selected and assigned to either a Polya's problem-solving method group or a lecture-based instruction group. The Biology Achievement Test (BAT) was used to collect data, which was validated by experts and reliability-tested (α = 0.82) using Kuder-Richardson Formula 21. The data was analyzed using statistical methods including mean, standard deviation, and ANCOVA. The results showed significant differences in mean achievement and retention scores, favoring Polya's problem-solving method. The study found that Polya's problem-solving approach was more effective than the lecture method in improving students' achievement and retention in Biology. The study recommends adopting Polya's problem-solving method to improve students' academic performance and retention of Biology concepts.