Vol. 10 No. 4 (2024)
Articles

Effect of Problem-Solving Approach in Enhancing Students' Achievement in Basic Science among Secondary Schools

Dr. Inengite Idisape
Department of Science Education, Faculty of Education, Niger Delta University,  Wilberforce Island, Bayelsa State, Nigeria. E-mail: miruege_ega@yahoo.com. Phone: 087020935609
Dr. Adata Dickson Theophilus Diepiribo
Department of Science Education, Faculty of Education, Niger Delta University,                                         Wilberforce Island, Bayelsa State, Nigeria. E-mail: diepiribo@yahoo.com. Phone: 08037922314

Published 2024-04-24

Keywords

  • Achievement,
  • Basic Science,
  • Birth order,
  • Modified Lecture Method,
  • Problem-Solving

How to Cite

Inengite Idisape, & Adata Dickson Theophilus Diepiribo. (2024). Effect of Problem-Solving Approach in Enhancing Students’ Achievement in Basic Science among Secondary Schools. International Journal of Advanced Academic Research, 10(4), 70-80. https://www.openjournals.ijaar.org/index.php/ijaar/article/view/537

How to Cite

Inengite Idisape, & Adata Dickson Theophilus Diepiribo. (2024). Effect of Problem-Solving Approach in Enhancing Students’ Achievement in Basic Science among Secondary Schools. International Journal of Advanced Academic Research, 10(4), 70-80. https://www.openjournals.ijaar.org/index.php/ijaar/article/view/537

Abstract

This study explored the effects of a problem-solving approach in enhancing students' achievement in basic science among secondary schools in Yenagoa Metropolis. The study implemented a “pre-test post-test control group quasi-experimental research design.” 86 students were chosen to take part in the research using purposive sampling. The samples were from an intact class from two schools, which were randomly assigned as experimental and control groups and taught through the problem-solving approach and the modified lecture method, respectively. Instruments used for the study included two instructional guides and the “Basic Science Achievement Test (BSAT).” The reliability of BSAT was established through Kuder-Richardson statistics (KR-21), which yielded a reliability of 0.84. Mean and standard deviation were used to analyse the research questions, while the null hypotheses were tested using ANCOVA at a 0.05 significance level. The findings of this study showed that students taught with the problem-solving approach had significantly better achievement than those trained with the modified lecture method, and birth order had no effect on the dependent variable. Amongst others, it was recommended that the problem-solving approach be used to teach basic science to students in secondary schools.

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