UKPAI PATRICIA OGONNAYA
BIOLOGY DEPARTMENT,
SCHOOL OF SCIENCES,
EBONYI STATE COLLEGE OF EDUCATION,
IKWO
Ebonyi state, Nigeria.
Abstract.
This study was designed to investigate the effects of problem-solving instructional approach on students’
achievement in biology. The study was carried out in two secondary schools in Afikpo North L.G.A. of Ebonyi State. One school was assigned to treatment group while the other school was assigned to control group. The treatment group was taught biology using problem-solving instructional approach while the control group was taught biology using the conventional approach. The findings revealed that the problem-solving instructional approach is more effective than the conventional approach in fostering students’ achievement. It was also discovered that with the problem-solving instructional approach, males showed higher achievement in biology than females. However, the difference in the mean achievement of males and females taught biology using the approach isn’t statistically significant. This means that there was no interaction between gender and instructional approach on students’ achievement in biology.
Keywords: Effects, Problem-solving, Instruction, Approach, Achievement, Biology.
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