Effect of Mathematics Puzzle Instructional Strategy on Mathematics Students’ Achievement

The research investigated the impact of a mathematics puzzle instructional strategy on student achievement. The research employed a quasi-experimental design featuring a pre-test post-test non-equivalent control group. It possesses a factorial structure of 2x2x3. The study comprised 362 mathematics students picked from six randomly selected mixed secondary schools. The assessment tool utilised was the Mathematics Achievement Test (MAT). The instrument had a reliability index of 0.82, as determined by the Kuder-Richardson (k21) formula analysis. The data were analysed using descriptive statistics of the mean to address the study issues, while independent sample t-tests and Analysis of Variance (ANOVA) were employed to evaluate the proposed hypotheses. The study’s findings indicated that mathematics students instructed using a mathematical puzzle strategy achieved higher scores than those instructed with traditional lectures strategy; additionally, no significant variation in the performance of male students taught with the puzzle strategy, nor a notable interaction effect between instructional method and gender on achievement. The study concluded that the puzzle instructional strategy is more effective in enhancing mathematics students’ achievement compared to the lecture method. Furthermore, the puzzle instructional strategy is not biassed by gender. It is recommended that both teachers and students receive adequate training to develop the necessary skills for implementing this strategy and that they be encouraged to utilise it in teaching and learning. Additionally, the faculties of education in universities and Colleges of Education should revise their curricula to ensure that pre-service teachers are trained in the skills required for its application.