Effects Of Two Problem-Solving Instructional Strategies On Students’ Achievement And Science Process Skills In Biology Practical

ABSTRACT

The prevailing poor performance of students in biology is linked to their poor involvement in practical activities in biology as well as teachers‘ use of instructional strategies that do not promote acquisition of science process skills. Many earlier studies on problem solving instructional strategies aimed at addressing students‘ poor performance in biology did not involve the students‘ production of instructional materials needed for practical activities. In order to ascertain the effects of problem-solving instructional strategy on students‘ performance, it is useful to conduct a study that involves students using instructional materials they produced themselves. This study, therefore, determined the effects of two problemsolving instructional strategies (Bio Problem-Solving Instructional Strategy which involved the use of produced instructional materials and Gayford Problem-Solving Heuristics) on students‘ achievement and science process skills in biology practical. 

 The study adopted a pretest-posttest control group experimental design with a 3 x 3 x 2 factorial design. The sample consisted of 828 students from nine randomly selected coeducational Senior Secondary Schools from three local government areas in Ibadan. Three schools each were assigned to two experimental and one control groups and the study lasted twelve weeks. The instruments used were: Achievement Test in Biology Practical (r=0.84), Science Process Skills Test (r=0.81), Mental Ability Test (r=0.86, Science Process Skills Assessment Inventory. In addition, Teachers‘ Guide on Problem Solving Instructional Strategy, Teachers‘ Guide on Modified Lecture Method and Guidelines for Evaluating Teachers‘ Performance were used for training teachers. Seven null hypotheses were tested at 0.05 level of significance. Data were analysed using ANCOVA and Pairwise Comparison Post hoc test.

 There was significant main effect of treatment on students‘ achievement in biology practical (F(2,809) =14.8; p