Benue State University, Makurdi

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

Denis Eka, and Godwin Eje Ede^*

Abstract

This study investigated the effects of collaborative problem-solving instructional strategy on secondary school students’ interest in difficult concepts in Biology, in Benue State. Two research questions guided the study, while two hypotheses were formulated and tested. The study adopted quasi-experimental design and the population comprised 8,511 senior secondary two students from which a sample of 270 SSII students was selected from four public schools using multistage sampling technique. Data were obtained using Biology Interest Inventory (BII). The instruments were variously validated and subjected to reliability analysis using Kuder-Richardson formula 21(KR_21) for BAT, while Cronbach Alpha was used for BII. Biology performance test yielded a reliability of 0.85 while BII yielded 0.79. Data collected were analysed using Mean, profile graph 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 interest ratings of Senior Secondary two students taught the same difficult concepts in Biology using collaborative problem-solving instructional strategy and those taught using discussion method (F1,175) = 0.323; p = 0.003 < 0.05); there is no significant difference in the mean interest ratings of male and female senior secondary two students taught the same difficult concepts in Biology using collaborative problem-solving instructional strategy (F1, 87 = 1.927; p = 0.169 > 0.05). Based on the findings, it was recommended among others that Biology teachers could use collaborative and individualized problem-solving instructional strategy to improve interest of their students in Biology irrespective of gender.

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