Facilitating Students’ Mole Concept Self-Efficacy, Academic Performance and Knowledge Retention through Problem-Based Learning Model

Jack Gladys Uzezi, Gisum Jonah Bitrus

Abstract


The study aimed to determine the effectiveness of Problem-based learning (PBL) on students’ self-efficacy, academic performance and knowledge retention in mole concept at the secondary level. The study area was Jalingo Education Zone, Taraba State, Nigeria. The study adopted quasi-experimental research design. The population comprised all secondary school two (SS2) students offering chemistry from which a sample size of 135 students was drawn through purposive sampling from two intact classes. Students’ self-efficacy scale (SSES) and Mole concept achievement test (MCAT) were tools used for data collection. Cronbach alpha and Kudder- Richardson KR-20 were used to estimate the reliability indexes of 0.815 and 0.745 for SSES and MCAT respectively. Analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The results revealed that there was a significant difference between the mean self-efficacy, academic performance and knowledge retention scores of students taught chemistry with PBL and Conventional Problem Solving; in favour of PBL. The study concluded that the use of PBL facilitated the learning of mole concept and enhanced students’ academic performance, knowledge retention and self-efficacy. Thus, chemistry teachers should be trained on the use of PBL, specifically Krall’s five-step PBL model in daily class lessons and on mole concept due to its effectiveness.


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References


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