Effects of Problem-Based Learning Instructional Strategy on Academic Achievement of Senior Secondary School Students in Chemistry in Imo State, Nigeria
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This study investigated the effect of Problem-Based Learning instructional strategy on academic achievement of secondary school students in chemistry. Pre-test post-test quasi experimental research design was adopted in the study. This study was carried out in Obowo L. G. A., Imo State. A sample of eighty nine (89) Senior Secondary two (SS II) students selected by simple random sampling technique from seven public co-educational secondary schools in Obowo LGA in Okigwe Education Zone II, Imo State took part in the study. The instrument for data collection was Chemistry Achievement Test (CAT) with a reliability index of 0.82. The reliability index was established using Kuder-Richardson Twenty formula (K-R20) after a pilot study was conducted. Two research questions and two null hypotheses guided the study. Research questions were answered using mean and standard deviation while Analysis of Covariance (ANCOVA) was used in testing the two hypotheses at .05 level of significance. Findings showed that students who were taught chemistry using Problem-Based Learning Instructional Strategy achieved significantly better than the control group taught using lecture method. Furthermore, the findings of the study revealed that male students exposed to Problem-Based Learning Instructional Strategy achieved significantly higher than their female counterparts. Recommendations were made which include among others that chemistry teachers should adopt the use of Problem-Based Learning Instructional Strategy to improve academic achievement in secondary school chemistry.
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