Effects of Problem-Solving Teaching Approach on Students’ Academic Performance in Biology in Senior Secondary School
DOI:
https://doi.org/10.53555/es.v3i6.206Keywords:
Problem-solving, teaching strategy, gender and academic performance.Abstract
This study investigated effects of problem-solving teaching approach on students’ academic performance in Biology in senior secondary school. The design for this study was a twogroup
Pretest-Posttest Quasi-Experimental. The population for the study was all the senior secondary class two (SS2) Biology students in Ikere Local Government Area of Ekiti State, Nigeria. The sample comprised of sixty (60) senior secondary class two students selected from two senior secondary schools in the Ikere Local Government Area of Ekiti State. Three null hypotheses were formulated and tested at 0.05 level of significance to guided the study. The instrument for data collection was twenty (30) standardized objective questions tagged: ‘Biology Achievement Test (BAT)’. The data collected were analysed using t-test statistical analysis. The findings showed that students taught using the Problem–Solving teaching strategy performed significantly better than their counterparts taught using the conventional method. Also no significant difference existed between male and female students in the experimental group. Based on the findings of the study, conclusion and recommendations
were made.
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