Effects of Problem-Solving Teaching Strategy on Secondary School Students’ Academic Achievement in Physics
AbstractThe study investigated the Effects of Problem-Solving teaching Strategy on secondary school students’ academic achievement in Physics in Ekiti State, Nigeria. The study employed two-group pretest-posttest quasi experimental design comprising of one experimental (Problem-Solving) group and a control group. Purposive and stratified random sampling techniques was used to select a total sample of 120 SS II Physics students (this sample was divided into experimental and control groups in ratio 1:1) from three Senior Secondary Schools in Ekiti West Local Government Area, Ekiti State. Three null hypotheses were formulated and tested at 0.05 level of significance. The instrument for this study was Physics Achievement Test (PAT) and the treatment packages used for the study was Problem-Solving Instructional Package (PSIP). The data collected were analysed using t-test and ANCOVA statistical analysis packages. The results of the analyses showed that no significant difference existed between academic achievement of students in experimental group and control group involved in the study at pretest (this indicated initial academic homogeneity of the groups). However, students’ achievement in the experimental group and control group at post-test level was found to be significantly different in favour of the experimental group. This showed that Problem-Solving teaching strategy significantly influenced students’ academic achievement in Physics in Senior Secondary School. Based on the findings of the study, conclusion and recommendations were made. Keywords: problem, problem-solving, academic achievement and instructional package
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