IMPACT OF PROBLEM-SOLVING AND DISCOVERY STRATEGIES ON THE ACADEMIC PERFORMANCE, ATTITUDE AND RETENTION IN GENETIC CONCEPT AMONG SENIOR SECONDARY SCHOOLS IN ZARIA METROPOLIS, NIGERIA

Abdurahaman Mahmud, Danbana Tete Bature

Abstract


This study investigated the impact of problem-solving and discovery strategies on attitude, retention and academic performance in genetic concepts among secodnary school students in Zaria, Nigeria. The research design for the study is Quasi-experimental with control group involving pretest and posttest. The population of the study consists of 527, (264 male and 263 female) students. Simple random sampling technique paper ballot was used to select three schools out of five co-educational schools. A sample of three hundred and forty-five (345) secondary school students consisting of 182 male and 163 female students were randomly selected and used for the study. The sample was divided into two groups – experimental and control groups. Both groups underwent pre-test, treatment and post-test. Two instruments were used for gathering data, Genetic Performance Test (GPT) with reliability co-efficient of r=0.87 and Students’ Attitude to Genetics Questionnaire (SAGQ) with reliability co-efficient of r=0.79. Kruskal-wallis stastistic were used for analysing the data gathered at P≤0.05 level of significance. Findings reveal that students taught by problem-solving and discovery strategies performed better than those taught by conventional lecture method. This implies that problem-solving and discovery strategies actually enhance attitude of students towards teaching and learning of Genetics at senior secondary schools. Problem solving also enhances students academic performance in genetics. The same result was obtained in their retention ability and atitude change. However, gender did not show any difference in performance in all the two teaching strategies. Based on the findings recommendations were made one of which urge biology teachers to use problem solving and discovery strategies to improved students academic performance in genetics.


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