EFFECTS OF PROBLEM-BASED LEARNING STRATEGY ON SENIOR SECONDARY TWO STUDENTS’ ATTITUDE TOWARDS ‘MOLE’ CONCEPT CHEMISTRY IN JOS NORTH, PLATEAU STATE, NIGERIA

Abstract

The study determined the effect of problem-based learning strategy on chemistry students’ attitude towards ‘mole concept’ in Jos North Area of Plateau State, Nigeria. Two research questions were answered and two hypotheses tested at 0.05 level of significance. Quasi-experimental pre-test and post-test design was employed for the study. A total of 77 SSII Chemistry students out of 1,570 drawn from 22 public senior secondary schools were selected through random sampling technique as the sample for the study.  The instrument utilized for the study was the Mole Concept Attitude Scale (MCAS), developed by the researcher and was validated by three experts, one from Chemistry Education unit, one from Test and Measurement unit and one chemistry teacher.  The reliability coefficient of the instrument was established using 20 SSII Chemistry students from a different secondary school that was not part of the study. Cronbach’s Alpha reliability estimate was used to the determine the internal consistency of the items of MCAS respectively, which was found to be 0.79. The data collected were analyzed using mean, standard deviation and ANCOVA. The study found that students in the experimental group achieved significantly higher mean attitude scores than students in the control group. There was significant difference in mean attitude scores of male and female students who were exposed to PBL strategy in favour of male students.  Based on these findings, the study recommended among others, that Chemistry teachers should be encouraged to utilize PBL strategy as a means of instruction since it improves students’ attitudes in mole concept chemistry.