Effects Of Problem Solving Approach On Academic Performance And Attitude Of Basic Science Students With Varied Academic Abilities

Abstract

Investigating the effects of problem solving approach on academic performance and attitude of basic science students with varied academic abilities was the objective of the study. Testing of the hypothesis were at P≤0.05 level of significance. The study was designed using the pre-test and  post-test quasi experimental and control group. 19,671 JS III students from 54 junior secondary schools in Oyo Educational Zone formed the population for the study. A sample of 504 students selected by balloting was used for the study. Problem solving approach was used to teach Basic Science concepts to the experimental group while lecture method was used to teach the control group. The validated instruments used to harvest data were Basic Science Achievement Test (BSAT), Test of Practical Skills (TOPS) and Attitude of Students toward Basic Science Questionnaire (ATSBSQ). Analysis of data gathered was done using Cronbach Alpha Technique for reliability coefficient as follows: BSAT r= 0.69, TOPS r= 0.96, ATSBSQ r= 0.69. The result of the study revealed that: (1) students’ academic performance in basic science was enhanced via the use of problem solving approach (2) students with low ability showed improved academic performance in basic science using problem solving approach unlike high and medium ability students. Based on the findings of the study, the researcher recommended that problem solving approach should be included in basic science teacher training curriculum in order to be producing problem solving approach instructional experts. Funds should be made available by federal and state ministries of education to sponsor basic science teachers for in- service training in problem solving approach instructional strategy towards improving academic performance of students in schools.