Benue State University, Makurdi

EFFECTS OF INDIVIDUALIZED PROBLEM-SOLVING INSTRUCTIONAL STRATEGY ON SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN DIFFICULT CONCEPTS IN BIOLOGY IN BENUE STATE, NIGERIA

Denis Eka, Josiah Ogbeba and Titus Terver Udu^*

Abstract

This study investigated the effects of individualized problem-solving instructional strategy on secondary school students’ performance in difficult concepts in Biology. Two research questions guided the study, while two hypotheses were formulated and tested. The study adopted quasiexperimental design and the population comprised 8,511 senior secondary two students from which a sample of 270 SSII students was selected from six public schools using multistage sampling technique. Data were obtained using Biology Performance Test (BPT). The instrument was validated and subjected to reliability analysis using Kuder-Richardson formula 21(KR_21), Biology Performance Test yielded a reliability of 0.85. Data collected were analysed using Mean and Standard Deviations to answer research questions while analysis of covariance (ANCOVA) was used to test the hypnoses at 0.05 level of significance. The findings of the study revealed that there is significant difference in mean performance scores of students taught the same difficult concepts in Biology using individualized problem-solving instructional strategy and discussion method (F( 1,175) = 290.228; P = 0.000 < 0.05). There is no significant difference in the mean performance scores of male and female students taught the seine difficult concepts in Biology using individualized problem-solving instructional strategy (F(1,87) = 0.393;P=0.0532>0.05). Based on the findings, it was recommended among others that Biology teachers could use individualized problem-solving instructional strategy to improve academic performance of their students in Biology.

DOWNLOAD COMPLETE ARTICLE HERE (CLICK)