Effect of Problem-based Learning Strategy on Senior Secondary Two Students’ Achievement in Geometry in Bichi, Kano State, Nigeria
Emefo Chinyere N. *
Department of Mathematics, School of Secondary Education (Science), Federal College of Education (Tech.) Bichi Kano State, Nigeria.
Bot Thomas D.
Department of Science and Technology Education, Faculty of Education, University of Jos, Nigeria.
Binda Shem I.
Department of Science and Technology Education, Faculty of Education, University of Jos, Nigeria.
*Author to whom correspondence should be addressed.
Abstract
This study focused on investigating the effect of Problem-Based Learning (PBL) strategy on Senior Secondary Two (SS2) students’ achievement in geometry in Bichi, Kano State, Nigeria. The study adopted a quasi-experimental design with pretest-posttest control group. A population of 256 SS2 students and a sample of 60 SS2 students from two secondary schools participated in the study. The treatment group was exposed to PBL for a period of eight weeks totaling to 20 hours, while the control group received the lecture teaching method. The research instrument used was Geometry Achievement Test (GAT). The data were analyzed with the Analysis of Covariance (ANCOVA) statistic at 0.05 level of significance. The findings revealed that there was a significant difference in the achievement of experimental group when compared with control group. It was concluded that problem-based learning is effective in the teaching and learning of geometry. It was recommended that teachers of Senior Secondary Two classes should adopt problem-based learning strategy in the teaching and learning of Geometry.
Keywords: Problem-based learning, mathematics student, achievement and geometry