Effects of Problem-Solving Models on Students’ Achievement in Quantitative Chemistry Problems in Senior Secondary Schools in Uyo, Nigeria

Dr Iberedem Bassey Daniel & Dr Nsibiet Uso Ekanem


The study investigated the relative effects of Ashmore, Casey and Frazer; Selvaratnam-Frazer; and Search, Solve, Create, Share, Problem Solving Models on students’ achievement in quantitative chemistry problems in Uyo Local Government Area of Akwa Ibom State. Two research questions and two hypotheses guided the study. The study adopted a quasi-experimental research design in a non-randomized pretest, postest setting. The study sample comprised of 201 SS2 chemistry students, in public coeducational secondary schools in the study area, selected using multi-stage sampling technique. A researchers-developed instrument tagged “Achievement Test on Quantitative Chemistry Problems” (ATQCP) designed to measure students’ achievement, with a reliability index of 0.84, was used in gathering data for the study. The data obtained were analysed using mean, standard deviation and analysis of covariance (ANCOVA). The result showed that students taught using Selvaratnam-Frazer Problem-Solving Model had the best achievement. Those taught using Ashmore, Casey and Frazer and Search, Solve, Create, Share model had comparable achievement. The result also indicated that gender had no significant influence on students’ achievement. Consequently, it was recommended that chemistry teachers should use Selvaratnam-Frazer Problem-Solving Model in teaching quantitative chemistry problem-solving.

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