Effect of Problem-Based Learning Strategy on the Academic Achievement and Retention of SSII Chemistry Students in Calabar Education Zone

Oli, Maryrose Tochukwu & Ihejimba, Regina


This study investigated the effect of problem-based learning (PBL) on the academic achievement and retention of concepts among SSII chemistry students in Calabar Education Zone. The study adopted the pre-test, post-test control group, quasi-experimental research design. The sample for the study consisted of 124 senior secondary school II chemistry students selected by stratified random sampling from six schools in Calabar Education Zone of Cross River State. The experimental group comprised of 60 students taught using problem-based learning strategy while the control group comprised of 64 students taught using the conventional method. Two research hypotheses were formulated and were tested using Analysis of Covariance and Multiple Classification Analysis. The data was collected using a researcher-made Chemistry Achievement Test and Chemistry Retention Test. The result of data analysis revealed that PBL increased students’ academic achievement and students’ retention of concepts in chemistry more than the conventional method of teaching, It is, therefore, recommended that chemistry teachers should adopt PBL for effective teaching and learning of chemistry and that chemistry teachers be trained on the use of PBL.

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