Appraisal of Effect of Problem-Based Learning Strategy on Chemistry Students’ Academic Achievement in Senior Secondary Two in Mole Concept in Ahoada West Local Government Area, Rivers State

Onisoman Chuks Zudonu ,Josiah Nkop Ekpeno ,E.e Ikwut ,Charles Onyije

doi:10.7176/cmr/12-6-05

Abstract

The study determined the effect of problem-based learning strategy on chemistry students’ academic achievement in SSII in Ahoada West local government area of Rivers State, Nigeria. Two research questions and two hypotheses were used for the study. A quasi experimental, pre-test and post-test design was employed for the study. A total of 80 SSII Chemistry students out of 312 from ten senior secondary schools in Ahoada West LGA were selected through stratified random sampling technique as the sample for this study. One instrument was utilized for this study; namely, Chemistry Achievement Test (CAT) developed by the researchers and was validated by three experts, two from Chemistry education unit and one from research method unit. All from the department of science education, University of Nigeria, Nsukka and was used for data collection. The reliability coefficient of the instrument was established using 20 SSII Chemistry students from a different secondary school that is not part of the study, but the students do possess the same status. Cronbach’s alpha reliability estimate was used to determine the internal consistency of the items which was found to be 0.81. The data collected were analyzed using mean, standard deviation and ANCOVA. The study showed that students in the experimental group achieved significantly higher mean scores than students in the control group. P=0.000<0.05. There was no significant difference in mean achievement of male and female students who were exposed to PBL strategy, P=0.072>0.05. Based on these findings, the researchers recommended among others that Chemistry teachers should be encouraged to utilized PBL strategy as a means of instructions since it enhanced achievement of students in Chemistry. Keywords: Problem-Based Learning, Academic Achievement, Senior Secondary School II Students, Gender, Chemistry DOI: 10.7176/CMR/12-6-05 Publication date: August 31 st 2020

Highlights

Today’s society is characterized by an increasing rate of complex vicissitudes, challenges, and problems (Barnett and Coat, 2005; Jackson, 2005) requiring individuals to possess certain skills
Method of Data Collection Permission was sought from the school authority of the selected schools to enhance data collection. 80 copies of Chemistry Achievement Test (CAT) were administered to SSII chemistry students during pre-test and post-test exercises respectively, this was undertaken by the researchers and the trained Chemistry teachers at the sampled schools
What is the difference in mean academic achievement scores of SSII Chemistry students who were taught using Problem-Based Learning strategy and those who were taught using Conventional Lecture Method?

Summary

Introduction

Today’s society is characterized by an increasing rate of complex vicissitudes, challenges, and problems (Barnett and Coat, 2005; Jackson, 2005) requiring individuals to possess certain skills. Within the context of science education, chemistry has been identified as a very important school subject and its importance in scientific and technological development of any nation has been widely reported (Zudonu, 2013 & Zudonu, 2018). It was as a result of the recognition given to chemistry in the development of the www.iiste.org individual and the nation that is made a core-subject among the natural sciences and other science-related courses in the Nigerian education system. Among the factors that have been identified are, poor methods of instruction (Osuafor, 1999 and Zudonu, 2013) teacher’s attitude (Aghadiuno, 1992), laboratory inadequacy (Okegbile, 1996; Raimi, 1998; Bajah, 1999 and Adeyegbe, 2005), and poor science background (Oshokoya, 1998 and Adesoji, 1999)

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