Problem-Solving Strategies as Predictors of Mathematics Achievement among Form Three Students in Machakos County, Kenya

Mathematics achievement has been a persistent problem among secondary school students in Machakos County in Kenya, with students obtaining poor grades in the KCSE mathematics exams for the past five years. These results limit students' access to STEM education and careers and compromise their problem-solving skills in their daily lives. The study sought to examine the relationships between problem-solving strategies and mathematics achievement of Form Three students in Machakos Sub-County, Kenya. This study was anchored on the Theory of Problem-Solving Behavior by Tallman, which describes how people use systematic strategies in problem-solving and resolving challenges. A correlational research design was used. The target population of the study was 4,903 students of Form Three from 44 public secondary schools in Machakos Sub-County. A sample of 338 students was drawn using Yamane’s formula, purposive, stratified and simple random sampling. The Problem Solving Strategies Scale (Rudd) and students’ mathematics achievement forms were used to gather information. Descriptive and inferential statistics were used to describe and test quantitative data for significance. The results showed a positive correlation between mathematics problem-solving strategies and mathematics achievement, r (327) =.60, p<.05. Use of formulas, pattern recognition, drawing pictures, eliminating possibilities and reading, rereading and summarizing positively predicted mathematics achievement, whereas guessing and checking negatively predicted achievement in the subject. The study suggests the need to incorporate problem-solving strategies, mathematics support and teacher training to enhance mathematics achievement and learners' critical thinking and STEM engagement.