Exploring the Predictive Power of Problem-Solving Skills, Conceptual Understanding, and Logical Reasoning on Mathematics Achievement

Abstract

Abstract: The purpose of the study was to explore the Predictive Power of Problem-Solving Skills, Conceptual Understanding, and Logical Reasoning on Mathematics Achievement. The objectives of the study were to assess the effect of problem-solving skills on mathematics achievement, to assess the effect of conceptual understanding on mathematics achievement, and to assess the effect of logical reasoning on mathematics achievement. The study employed a descriptive research design utilizing a quantitative approach. The population of the study consists of senior high school students. The target population for the study comprises all students within Atwima Nwabiagya Municipality. The accessible population was 2528 students. The study employed a convenience sampling technique to select the schools. Again, simple random sampling techniques were used to select students from the selected schools. A sample of 345 students was used for the study. Structured questionnaires with closed-ended questions were used as the main instrument to collect data from the respondents. A structural Equation Modeling (SEM) via Amos (ver. 23) was used to analyze the data collected to answer the research hypothesis. The study revealed that Problem-Solving Skills (PSS) had a significant positive effect on Mathematics Achievement (MA). Again, the study also revealed that Conceptual Understanding (CU) had a positive significant effect on mathematics achievement (MA). Also, the results indicated that Logical Reasoning (LR) positively influenced Mathematics Achievement (MA). This study contributes to existing literature by exploring the combined effect of problem-solving skills, conceptual understanding, and logical reasoning on mathematical achievement among senior high school students.