Problem-Based Learning Strategy in Upper Basic Two and Science Students’ Cognitive Load in Makurdi, Nigeria
INTERNATIONAL CENTRE FOR SCIENCE, HUMANITIES AND EDUCATION RESEARCH JOURNAL (ICSHERJ), VOL. 4 NO. 2, 92-99 (2019)
9 Pages Posted: 24 Sep 2019
Date Written: June 30, 2019
This study investigated the effects of Problem-Based Learning strategy on upper basic II science students’ cognitive load in Makurdi metropolis of Benue State, Nigeria. The study also determined the influence of gender on cognitive load when Problem - Based Learning strategy is used for instruction. Two research questions and two hypotheses guided the study. A quasi experimental design of post test only was adopted for the study. A total of 80 upper Basic II students from two secondary schools in Makurdi metropolis selected using multi stage sampling technique constituted the sample. Cognitive Load Rating Scale (CLRS) developed by the researchers and validated was used for data collection. The reliability coefficient of the instrument was established using Cronbach’s alpha which was found to be 0.86. The data collected were analysed using mean, standard deviation and t-test. The study revealed that students in the experimental group expended lower cognitive load in all the concepts taught in Basic Science than their counter parts, who were taught using conventional lecture method P=0.000 <0.05. The study showed no gender disparity in mean cognitive load when male and female students were exposed to Problem-Based Learning strategy P=0.599>0.05. Based on these findings the study recommended among other things that Basic Science teachers should be encouraged to use Problem-Based Learning teaching strategy as a medium of instruction since it can reduce cognitive load of the students in Basic Science.
Keywords: problem-based learning strategy; cognitive load; Basic Science; gender
JEL Classification: ICSHER JOURNAL Vol. 4, No. 2 JUNE, 2019
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