EFFECT OF PROBLEM-SOLVING STRATEGY ON PERFORMANCE IN CELL CONCEPT AMONG SENIOR SECONDARY SCHOOL STUDENTS IN GUSAU LOCAL GOVERNMENT AREA
Abstract
This study examined the effect of problem-solving strategies on academic performance in the cell concept among senior secondary school students in Gusau Local Government Area. The research employed a quasi-experimental design involving 150 SS2 students from five selected schools, out of students. Two groups was used to collect data namely experimental and control group. The experimental group was taught using problem-solving instructional strategies, while the control group received traditional lecture-based instruction. Pre-test and post-test scores were analyzed using descriptive and inferential statistics. Results showed a significant improvement in the performance of the experimental group compared to the control group. Additionally, no significant gender-based differences were observed in performance outcomes within the experimental group. The findings highlight the effectiveness of problem-solving approaches in enhancing understanding and retention of biological concepts, especially the cell. It recommends the adoption of interactive, student-centered instructional methods to improve academic performance in science subjects.
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