EFFECTS OF PROBLEM-BASED LEARNING INSTRUCTIONAL STRATEGY ON ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN CHEMISTRY IN IMO STATE, NIGERIA

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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.

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