Effects Of Explicit Problem-Solving Strategy On Students` Achievement And Retention In Senior Secondary School Physics

Abubakar S. M., Danjuma I. M.

Abstract


 The study determines the effects of Explicit Problem-Solving strategy on students` achievement and retention in senior secondary school physics. Solomon four group design was employed in the study, which involved 80 students randomly selected from SSII and assigned to the various group in the design. Pretest-Postest-retention test were administered to both the experimental and the control group with an interval of four weeks between the posttest and retention test. 3-Way Analysis of Variance was used for data analysis and the result revealed that Explicit Problem-Solving Strategy is better than lecture method in improving both achievement and retention in Seniour Secondary School physics.


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