Effect of Problem-Based Learning Strategy on Upper Basic Two Students’ Achievement in Basic Science in Makurdi Metropolis, Benue State
Journal of Science, Technology, Mathematics and Education (JOSMED), 15(3), 41-48.
8 Pages Posted: 15 Oct 2019
Date Written: September 30, 2019
This study investigated the effect of problem-based learning strategy on upper basic 11 students’ achievement in Basic Science in Makurdi metropolis, Benue State, Nigeria. This study also tested the effect of PBL strategy on gender. Two research questions and two hypotheses guided the study. A quasi experimental, pre-test and post-test design was adopted for the study. A total of 80 upper basic 11 students out of 7882 students from two secondary schools in Makurdi metropolis, selected by stratified random sampling technique constituted the sample. One instrument; namely, Basic Science Achievement Test (BSAT) developed by the researchers and validated was used for data collection. The reliability coefficient of the instrument was established through a pilot study using Cronbach’s alpha correlation which was found to be 0.81. The data collected were analysed using mean, standard deviation and ANCOVA. The study revealed that students in the experimental group achieved significantly higher mean score than students in the control group in academic achievement in basic science, P=0.000<0.05.There was no significant difference in mean academic achievement when male and female students were exposed to PBL strategy, P=0.072>0.05. Based on these findings, the study recommended among other things that Basic Science teachers should be encouraged to use PBL strategy as a medium of instructions since it improved academic achievement of the students in Basic science.
Keywords: Problem-Based Learning, Achievement, Upper Basic II Students, Gender, Basic Science
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