The purpose of this study was to examine the effects of two different problem solving instructional
treatment and the conventional method on students’ achievement and attitude in biology. A quasi experimental
study involving a pretest-posted non-equivalent control group design was adopted for the study. Two research
questions and two hypotheses guided the study. Purposive and stratified random sampling was used to select 214
SSII students in two schools in Enugu urban area of Enugu State. These students were randomly assigned to two
experimental groups, namely, problem solving with model and feedback-correctives (PF), problem solving with
model only (PM) and the control, problem solving by the conventional method (PC). The problem solving model
used was developed by Jonassan (1997). The instruments used were Biology Achievement Test (BAT) and Problem
Solving Attitude Scale (PSAS). Both instruments were developed by the researcher and were duly validated with
their reliability established. The experimental period span for a period of six weeks. Mean and standard deviation
were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the
hypotheses. The findings of the study revealed that students made gains in achievement in hierarchical order of PF,
PM and PC. Significant difference was observed in achievement of students. However, no significant difference was
recorded with respect to attitude. Based on the findings, recommendations were made among others that teachers
be trained on the design and application of more problem-based content and that biology content in senior
secondary schools be re-designed to easily lend them to using problem solving instructional strategies.

Download Full Page



<<< Go Back