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EFFECTS OF PROBLEM-BASED LEARNING INSTRUCTIONAL STRATEGY ON ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN CHEMISTRY IN IMO STATE, NIGERIA
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study investigates the effects of Problem-Based Learning (PBL) instructional strategy on the academic achievement of senior secondary school students in Chemistry in Imo State, Nigeria. PBL is a student-centered approach that emphasizes active learning through the investigation and resolution of real-world problems. The study aims to determine the impact of PBL on students’ academic achievement in Chemistry and explore its potential as an effective instructional strategy in the Nigerian educational context.
The research employs a quasi-experimental design, with a pretest-posttest control group. The sample consists of senior secondary school students from selected schools in Imo State. The experimental group receives instruction using the PBL approach, while the control group follows the conventional teacher-centered instructional method. The academic achievement of both groups is assessed using a Chemistry achievement test administered before and after the intervention.
The findings indicate that the implementation of PBL instructional strategy significantly enhances the academic achievement of senior secondary school students in Chemistry. The PBL group demonstrates a higher mean score on the posttest compared to the control group. Additionally, qualitative data from student feedback and teacher observations reveal positive attitudes towards PBL, indicating increased student engagement, critical thinking, problem-solving skills, and motivation.
The study suggests that PBL instructional strategy can effectively promote students’ academic achievement in Chemistry in Imo State, Nigeria. The findings support the integration of PBL into the curriculum as a means to enhance learning outcomes. However, careful implementation and adequate teacher training are necessary to optimize the benefits of PBL. Further research is recommended to explore the long-term effects of PBL on students’ retention of knowledge and its applicability across different subjects and educational settings.
Keywords: Problem-Based Learning, academic achievement, senior secondary school students, Chemistry, instructional strategy, Imo State, Nigeria.
EFFECTS OF PROBLEM-BASED LEARNING INSTRUCTIONAL STRATEGY ON ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN CHEMISTRY IN IMO STATE, NIGERIA, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
