Repositioning 21st century chemistry education through innovative teaching strategies: The case of problem based learning teaching strategy in Nigeria

Abstract

The advancement in science and technology has ushered the 21st century education into a new era characterized by a lot of innovation  that promotes the reform of practices and methodologies of teaching and learning at all levels of education. This is to ensure the proper  understanding by student to cope with the current trend in the chemistry community. The world is undergoing series of reformations  geared towards recovery from aftermath of the traumatic experiences of COVID-19 pandemic that ravaged the world between 2019 and  2020. In chemistry education sector, the main focus is expected to center around curriculum reform processes geared towards provision  of best practices that enhance individuals thinking, towards their physical and mental development as an imperative for the 21st century  chemistry education in the post COVID-19 era. This study therefore, explored the usage of innovative teaching approaches in chemistry  pedagogy, particularly, problembased learning and the effect of students’ achievement in chemical reactions in Nigeria.  Quasiexperimental research design was adopted using 79 Senior Secondary 2 Chemistry Students as sample. The instrument was a 25- item Chemical Equilibrium Performance Test Two validated by science education lecturers with reliability coefficient of 0.79 determined  by test-retest method. Findings of the study revealed that problem-based learning approach enhanced critical thinking and problem- solving skills of students in Chemical Equilibrium. Students taught with problem-based learning approach performed significantly better  with higher achievement scores than those taught with lecture teaching method. Significant difference in achievement of students taught  with problembased learning and lecture teaching method was obtained while there was no significant gender related difference  in students’ performance. It was recommended among others that teachers should adopt problem–based learning as an effective  strategy in teaching Chemical Equilibrium.