Effect of Problem-Based Learning Strategy on Chemistry Students’ Achievement and Interest in Mole Concept in Federal Capital Territory, Abuja

Abstract

Background: The problem of students’ underachievement and negative attitude towards learning, especially difficult chemical concepts, can be attributed to some inadequacies in the teaching. Teachers’ persistent adoption of conventional instructional approaches have been observed as a major challenge to students’ proper understanding, assimilation and retention of content taught. Objectives: This study investigated the effect of Problem-Based Learning (PBL) strategy on chemistry students’ achievement and interest in Mole concept. Method: The study adopted a quasi-experimental pre-test, post-test, control group design. The population of the study comprised all Senior Secondary Two chemistry students of Karshi Zone. Two schools were randomly selected from the seven co-educational public secondary schools in the study area and one intact class was randomly selected from each of the two sampled schools. One of the schools served as the experimental group while the other as the control group. 110 students participated in the study. Mole Concept Achievement Test (MCAT) and Mole Concept Interest Scale (MCIS) were instruments used for data collection. MCAT was a 40 items multiple choice test on Mole concepts, drawn from past WAEC examination questions while MCIS was a 24-item interest scale. The instruments were validated by experts and pilot tested. A reliability coefficient of 0.96 was obtained for MCAT using Kuder-Richardson’s K-21 and 0.95 for MCIS using Cronbach Alpha. The experimental group was exposed to the treatment while the control group was taught using the conventional method. Data obtained were analyzed using mean, standard deviation and ANCOVA. Four null hypotheses were tested at 0.05 level of significance. Results: Findings revealed that students taught mole concept using PBL strategy perform better and expressed better interest than those taught using lecture method.  PBL improved the achievement of both male and female students equally but fostered more interest in male students. Conclusion: Based on the findings of this study, it is recommended that chemistry teachers should be encouraged to adopt PBL strategy in teaching Mole concept during their instructional practices

Keywords: Problem Based Learning (PBL) Strategy, Achievement, Interest, Mole Concept, Gender