Effect of Project-Based Learning on Students’ Problem-Solving Skills in Biology Among Secondary School in Minna Metropolis, Niger State

Abstract

The study investigated the effect of Project-Based learning on students’ academic achievement, problem-solving and science process skills among secondary schools in Minna Metropolis. The study adopted quasi experimental design using pretest posttest non-equivalent group design using secondary II students from four randomly selected schools. 170 students (84 experimental and 86 control) participated in the study. Experimental group were taught Biology with PLB strategy, while the control group were taught using conventional teaching method. Four objectives, six research questions with corresponding hypotheses guided the study. The research instruments were adapted Science Process Skills Questionnaire (SPSQ), Cronbach alpha .77, Problem-Solving Skills Questionnaire (PSSQ), Cronbach alpha .75, and constructed Biology Achievement Test (BAT) with KR21 .79 respectively, which were validated by experts. Data was analyzed using descriptive statistics, mean, standard deviation and mean ranks and inferential statistics including t-test and Mann-Whitney z test. The results indicated that students taught Biology with PLB had better achievement. t (168) = 10.315, p < 0.05 ; problem-solving skills z(84,86) = -10.134, p < 0.05, and science process skills z(84,86) = -9.948, p < 0.05,than those taught with conventional method. It was recommended among others that biology teachers should adopt Project-based learning strategy in teaching Biology in secondary schools in Minna