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In the domain of mathematics education there have been series of debates on lexical ambiguity in algebra especially with the resurgence of mathematics educators’ awareness of the relevance of language in mathematics education. Therefore, this study investigated lexical ambiguity in algebra, method of teaching as determinant of grade 9 students’ academic performance in East London. A pre-test-post-test- quasi-experimental group design was adopted in the study. A sample of 109 students was involved in the study. The instruments adopted and structured for the study were lexical ambiguity questionnaire (LAAQ). Method of Instruction Questionnaire (MIQ) Problem Based Learning Strategies in two parts (PBLSa) and (PBLSb), Conventional Teaching Guide (C.T.G). They were tested at .05 level of significance using a two-way (2 x 2) Analysis of Covariance (ANCOVA). The findings showed that students exposed to the PBLS achieved higher than their counterparts that were exposed to the Conventional method. Multiple Comparison Analysis and Tukey post-hoc were employed to detect the source of variation and the direction of significance. The findings also revealed that lexical ambiguity determines students’ academic performance (r=0.422; P DOI: 10.5901/mjss.2014.v5n23p897

Lexical Ambiguity in Algebra, Method of Instruction as Determinant of Grade 9 Students’ Academic Performance in East London District