Email this article Effects of Problem-Solving Strategy on Academic Performance of Senior Secondary Students in Biology in Kaduna State Nigeria
Abstract
This study investigated the Effects of Problem-solving strategy on attitude and academic performance in biology among Senior Secondary Students of varied ability in Zaria Educational Zone, Kaduna State Nigeria. All the six co-educational senior secondary schools in Zaria Educational Zone understudy with a total number of one thousand six hundred (1600) students formed the population for the study. Two out of the six co-educational SSII in the area with a total number of one hundred and eighty-five (185) i.e. (113male and 72 female) students were selected as the sample of the study using simple random sampling technique involving balloting method. One school formed the experimental group that received treatment via problem-solving strategy while the second school was used as the control group. High, average and low ability levels were determined using their classwork, continuous assessment result and pre-test scores. The top 25% were ranked as high, middle 50% were the average while the bottom 25% were low ability group. The intact classes of the two schools were used to take care of the issue of gender. The experimental group was taught using a problem-solving strategy while the control group was taught using the lecture method. Two instruments were developed and used for this study i.e. Biology Performance Test (BPT) and Student Attitude Questionnaire, (SAQ). These instruments were used for data collection. Three research questions and three null hypotheses were formulated and tested at 0.05 level of significance. The data collected were analyzed using t-test and ANOVA statistics to determine the significant difference between the two groups, at P 0.05. The findings of the study showed that problem-solving had significant effects on the academic performance of the students of low ability. Low ability students that were taught biology using problem-solving strategy improved in academic performance and retained the learnt concepts better than those taught using the lecture method. Neither male nor female in the two groups performed significantly better than the other in biology after treatment thus, the strategy is gender-friendly. Based on the findings of the study, appropriate recommendations were advanced.
Full Text:
PDFReferences
Abdulraheem, B. O. (2012). Gender Differences and Academic Achievement and Retention in Social Studies among Junior Secondary schools in Ekiti State. European Journal of Educational Studies 4(1), 155.
Adebanjo, A. A. (2014) Attitude and Gender difference in the Utilization of computers among Undergraduates. Nigerian Journal of Computer Literacy, 5(1), 170-184.
Adeniyi, B. O. (2009). Teaching Biology Science Creativity: Ibadan University Press Ltd. Ibadan.
Adu, D. O. and Sheyin, A. O. (2013) Impact of Computer-Based Instruction on Pre-Service Teachers’ Achievement in Ecology. Society for Information Technology and Teacher Education New Orleans, Louisiana United States.
Afolabi, F. and Akinbobola, A. O. (2009) Constructivist Problem-Based Learning Technique and the Academic Achievement of Physics Students with low Ability level in Nigerian Secondary Schools. Eurasian Journal of Physics and Chemistry Education 1(1) 45-51.
Amedu, O. I (2015) The Effect of Gender on the Achievement of Students in Biology Using the Jigsaw Method. Journal of Education and Practice.6, (17).
Anyanwu, R. I., Obochi, M. U. and Isah, A. Y. (2015), Comparison of Biology Teachers Commitment to teaching in Sabon-gari Local Government Area, Kaduna State. Journal of Science Technology and Education, Abubakar Tafawa Balewa University, Bauchi State, Nigeria. 3(3), 76-86
Bichi, S. S. (2002). Effects of Problem-solving Method on Secondary School Students. Achievement in Evolution. Journal of Vocational and Technical Education, JOVETED 4(1) 98-105
Bichi, S. S. (2003) Effects of Gender on Academic Achievement in Evolution Concepts Among Secondary School Students Using Problem-solving Instructional Strategy, in Zaria. Journal of Studies in Education 3 (1) 133-138.
Bichi, S .S. (2008). Resources for Science, Technology and Mathematics Education in Nigeria in the 21st Century. Journal of Educational Research and Development, 3(1), 168-178.
Egbunonu, R. Ugbaja, R. (2011). An Analysis of Students’ Performance in Biology, 2000-2005 Proceedings of the 52nd Annual Conference of Science Teachers Association of Nigeria, STAN. 17(3) 235-250.
Erinosho, Y. E. (2005). Women and Science, 36th Inagural Lecture- Olabisi Onabanjo Ago-Iwoye, 1-37
Federal Republic of Nigeria (2005). Nigeria Constitution, Abuja: Federal Government Printers.
Federal Ministry of Education (2013). National Policy on Education 6th Edition Government Press, Yaba, Lagos: Nigeria.
Ibe, H. N. (2013). Effects of Guided-Inquiry and Expository teaching methods on Senior Secondary School Students performance in Biology in Imo State. Journal of Education Research and Behavioral Sciences vol. 2(4) pp. 051-057.
Lakpini, M. A. (2006) Effect of PIPS and Conceptual Change instructional strategy on the achievement, retention and attitude of senior secondary school (SSiii) biology students with varied ability levels. PhD Thesis Ahmadu Bello University, Zaria.
Lakpini, M. A. and Atadoga, M. M. (2012) Effect of Conceptual Change Strategy on Academic achievement, retention and attitude of Senior Secondary School (SSII) Biology of varied ability levels in Zaria, Kaduna Nigeria.
Lawal, F. K. (2009) Effectiveness of Conceptual Change Instructional Strategy in Remediating Misconception in Genetics Concepts among Senior Secondary School students in Kano State. PhD Thesis Faculty of Education A.B.U. Zaria.
Mari, J. S. (2002). Gender-Related Differences in Acquisition of Formal Reasoning Approach. Journal of the Physics Teachers’ Association of Nigeria, 37, 76-81.
Moore, R. (2006) Class Attendance How Students’ Attitude about attendance Relate to their Academic Performance in Introductory Science classes. Research and Teaching in Development of Education, 23 (1). 21-33
Njoku, Z. C. (2002). Enhancing Girls’ Acquisition of Physics Process Skills in Co-educational Schools: An Experience with Sex Grouping for Practical Chemistry. Journal of Physics Teachers’ Association of Nigeria, 37, 69-75.
Nwagbo, C.N. and Chukelu, O. (2011). Effect of Biology Practical Activities on Student’s Process Skill Acquisition Stannoline.org/journal/pdf/stan
Nwosu, A. A. (2004) Gender and Acquisition of Science Process Skills among Secondary Schools. The implication for Science Teaching. Proceeding of Science Teachers Association of Nigeria Ibadan. Heinemann Educational Books 206 209.
Obeka, S. S. (2010). Effect of inquiry and Demonstration methods on students’ Academic Achievement and Retention in some Environmental Educational Concept of Geography. A Journal of Studies in Science and Mathematics. UNN Press.
Obeka, S. S. (2011). The panacea of Science Education Research. Ahmadu Bello University Press. A.B.U Zaria.
Obochi, M.U. (2016) Effect of age and gender on learning ability, attitude, retention and academic performance of SSII biology students in Zaria educational zone Kaduna state Nigeria. Nigerian Journal of Science and Educational Research. 12(1) 213-217
Ojediran, I. A., Oludipe, D.I., and Ehindero, O.I. (2014). Impact of Laboratory-Based Instructional Intervention on the Learning Outcomes of Low Performing Senior Secondary Students in physics. Creative Education, 5, 197-206.
Osuafor and Okigbo (2013) Effect of laboratory and inquiry methods on academic achievement of SSII biology students in Akwa Anambra State, Nigeria. PhD Thesis.
Owuamanam, O.T. and Babatunde, J.O. (2007). Gender Role Stereotypes and career choice of Secondary School students in Ekiti State. Journal of Educational Focus 1 (1): 103-110.
Uza, D. V. (2014) Science and Technology: Key to our National Development. Retrieved from http://www.commonwealyhministers.con|special reports Science and Technology Key to our national development 15th May.
Yeung, S. Y. S. (2006). Is Student-Centered Pedagogy Impossible in Hong Kong? The case of Inquiry in Classrooms. Asia Pacific Education Review, 10(3): 377-385.
Refbacks
- There are currently no refbacks.