Abstract
The study investigated the impact of the heuristic approach on students' academic performance and retention in teaching algebra in the Argungu Educational Zone of Kebbi State, Nigeria. A quasi-experimental design was adopted, involving two groups: an experimental group that was taught using the heuristic approach, and a control group that was taught using the conventional method. Two research objectives, two research questions, and two null hypotheses guided the study. The target population comprised all senior secondary school students in Argungu Educational Zone of Kebbi State, totaling 3,576. A sample of 160 students were drawn from the population of purposively selected schools (267) using Yemani’s Formula. The students were however selected using convenience sampling technique. The instrument used for the study was the Algebra Performance and Retention Test (APRT), which was validated by experts from the Department of Science Education, Faculty of Education, Abdullahi Fodio University of Science and Technology, Aliero and some secondary school mathematics teachers. The instrument was pilot-tested with 30 students using test-retest method, and the data obtained were analyzed using the Pearson Product Moment Correlation (PPMC), which yielded a reliability index of 0.83. However, descriptive statistics (means and standard deviations) were used to analyzed the responses. Inferential statistics, specifically t-tests, were employed to test the null hypotheses at a 0.05 level of significance. The study concluded that students taught using the heuristic approach performed significantly better and showed higher retention compared to those taught with the conventional method. The study recommended the integration of the heuristic approach into regular classroom instruction to enhance students’ academic performance and retention, particularly in mathematics and algebra concepts.

Keywords
Heuristic approach, academic performance, retention, algebra