Impact of Finley-Jensen Problem Solving Model on Retention in Algebraic Concepts among Students in Public Polytechnics, North West, Nigeria

This paper investigates the Impact of Finley-Jensen problem solving model on retention in algebraic concepts among students in public polytechnics, North West Nigeria. A pretest, post-tests and post-post-test Quasi-experimental research design was used for the study. Fourteen public polytechnics made up the population of the Study with a sample size of 6,985 national diploma one (ND I) students during the 2021/2022 academic session. Two schools were randomly selected as population Samples. The experimental and control groups were exposed to Finley-Jensen Problem-Solving model and Lecture Method respectively. The experimental group was taught algebra (MTH 112) using Finley-Jensen Problem-Solving model while the control group was taught MTH 112 using Lecture method. Algebraic Achievement Test (AAT) was designed by the researchers for data collection. The reliability coefficient of Algebraic Achievement Test (AAT) was determined to be 0.76 using Cronbach alpha at  significance level. There was significant difference in the mean scores of students taught algebraic concepts using Finley – Jensen problem model and their counterpart taught using conventional lecture method. The finding revealed that students that were taught using Finley-Jensen problem-solving model retained better than those exposed to Lecture method.  Teachers (Lecturers) were advised to integrate Finley-Jensen problem-solving model in their pedagogy