Biology Education

Effect Of Problem-Solving Strategy On Academic Performance In Cell Concept Among Senior Secondary School Students

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Abstract

This study focused on the effect of problem solving strategy on academic performance in cell concept among senior secondary school students in anka local government as case study. The study is was specifically focused on determining if there was any significant difference between the level of achievement of students taught using problem solving strategy and those taught using the conventional lecture method, determining the attitudes of students towards cell concept problems when taught using problem solving strategies and finding out the influence of gender on students’ achievement in cell concept when taught using problem solving strategy..

The study adopted the survey research design and randomly enrolled participants in the study. A total of 30 responses were validated from the enrolled participants where all respondent are senior secondary school students in anka local government.

The findings of this study showed that the performance levels of both male and female students after treatment improved significantly though male students achieved slightly higher than their female counterparts after exposure to PSS. The results further showed that students taught using PSS performed significantly better than their counterparts taught with conventional lecture approach. Furthermore, the result revealed that students in private schools performed better than the students in public schools after exposure to PSS. The study concluded that the use of PSS promotes students’ understanding of concepts translating to optimal performance in cell concept examinations. It was recommended among others that authors and textbook writers of textbooks should transform textbooks into problem solving forms, apply and provide proper illustrations so as to meet the criteria of PSS as doing this would help in enhancing students’ achievement

Aims and Objectives

The objectives of this study are as follows:

  1. determine if there was any significant difference between the level of achievement of students taught using problem solving strategy and those taught using the conventional lecture method..
  2. determine the attitudes of students towards cell concept problems when taught using problem solving strategies.
  3. find out the influence of gender on students’ achievement in cell concept when taught using problem solving strategy.
Research Questions

The following research questions guided the study:

  1. What is the level of achievement of students before and after exposure to problem solving strategy?
  2. To what extent does gender affect students’ achievement in cell concept when taught using problem solving strategy?
  3. What is the attitude of students towards problem solving in cell concept?
Hypothesis Of The Study
  1. There is no significant difference between mean achievement scores of students taught using problem solving strategy and those taught using the conventional lecture method.
  2. There is no significant difference between the post-test mean achievement scores of male and female students who were taught using problem solving strategy.
  3. There is no significant difference between the post-test mean achievement scores of students in public schools and their counterparts in private schools exposed to problem solving strategy?
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Academic Research Structure: Important Sections

A 150–300 word synopsis of the main objectives, methods, findings, and conclusions of the Effect Of Problem-Solving Strategy On Academic Performance In Cell Concept Among Senior Secondary School Students should be included in the abstract.

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The background, research question or hypothesis, and objective or aim of the Effect Of Problem-Solving Strategy On Academic Performance In Cell Concept Among Senior Secondary School Students should all be presented in the introduction, which is the first section.

A survey of previously conducted research on Effect Of Problem-Solving Strategy On Academic Performance In Cell Concept Among Senior Secondary School Students should be included in the literature review, together with an overview of the main conclusions, a list of any gaps, and an introduction to the current study.

The conclusion part should address the implications of the study, provide an answer to the research question and summarize the key findings.

The reference of Effect Of Problem-Solving Strategy On Academic Performance In Cell Concept Among Senior Secondary School Students, which should be formatted following a particular citation style (such as APA, MLA, or Chicago), is a list of all the sources cited in the title.

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