Abstract:
This paper focused on secondary student's problem-solving performance and representation use as a
result of an instructional intervention. The instructional intervention aims to supplement current
efforts to enhance students's problem-solving performance and number of representations used to
solve word problems. Quasi- experimental research design was employed for the study. This study
was conducted with a sample of 58 Secondary School (SS II) Students from two senior secondary
schools in Damaturu Local Government Area, Yobe State of Nigeria. These schools were randomly
assigned to intervention group and comparison group through intact class sampling procedure. The
content validity and reliability of the instruments were established by the use of Mathematics
Performance Test (MPT) designed by the researcher which was also vetted by the experts in the field
(mathematics education). The instruments were also trial tested and the reliability coefficient for the
pre-and posttest of 0.79 and 0.88 were obtained. Mean, Standard deviation, Chi-square and t-test
statistics were used for data analysis to answer the research questions stated in the study. The
findings of the study indicated that the intervention group had a positive effect or impacts on
student's problem-solving performance and number of representations used on the post test whereas
the comparison group experienced no changes. It also indicated that intervention students solved
more word problems and used more representations on the posttest than their peers. Hence,
recommendations and conclusion were advanced in respect of the study.
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