Date of Publication :17th December 2024

Abstract: This quasi-experimental study aimed to determine the effectiveness of the heuristic approach on problem-solving skills and mathematics performance of Grade 11 Learners. Eighty (80) Grade 11 learners were the participants of the study. The experimen tal group of 40 learners were exposed to the heuristic approach as an intervention, while the control group of 40 were exposed to the traditional method. Data were gathered using a validated researcher–made the 10-item problem-solving test and a 50-item multiple-choice test. The data gathered were analysed and interpreted using appropriate statistical tools. Based on the findings, the pretest problem-solving skills of the learners with or without the heuristic approach were “developing” while the mathematics performance was "approaching proficiency". The posttest problem-solving skills of the learners with or without the heuristic approach were “approaching proficiency”, while the mathematics performance was “proficient”. No significant difference was found between the pretests. Still, there was a significant difference in the posttest problem-solving skills and performance in mathematics of the learners with and without the heuristic approach. There was a significant difference between the pretest and the posttest p roblem-solving skills and performance in mathematics of the learners with and without the heuristic approach. The findings significantly affected the learners’ problem-solving skills and mathematics performance using a heuristic approach.

Index Terms: Effectiveness of Heuristic approach, Problem-solving, Mathematics performance, Humanities and Social Science learners

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