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Abstract
This quasi-experimental study examined the effect of a structured problem-solving approach, operationalized through Pólya's four-step model, on senior secondary students' mathematics achievement in Enugu Education Zone, Enugu State, Nigeria. The study also tested the moderating influences of gender and school location. A pretest, posttest non-equivalent control-group design in a 2 × 2 × 2 factorial arrangement (instructional approach, gender, school location) was adopted. The sample comprised 246 Senior Secondary Two students drawn from eight intact classes in four co-educational public secondary schools (two urban and two rural). The experimental group (n = 124) was taught algebraic word problems, quadratic equations, and applied mensuration for six weeks using Pólya's understand, plan, carry out, look back cycle. The control group (n = 122) received the same content through the conventional lecture method. A 40-item Mathematics Achievement Test (KR-20 = .81) provided pretest and posttest data. Two-way analysis of covariance, with pretest scores as covariate, tested the hypotheses at the .05 level. Students taught with the problem-solving approach obtained a higher adjusted posttest mean (M = 27.38) than those taught by lecture (M = 21.41). The main effect of instructional approach was statistically significant, F(1, 237) = 72.16, p < .001, partial η² = .23. Gender had no significant main effect. School location favored urban students. A significant approach × location interaction indicated that the advantage of the problem-solving approach was larger in urban schools. The findings support systematic use of Pólya's model in SS2 mathematics and targeted support for rural classrooms.