Abstract

EFFECTS OF PROBLEM-BASED LEARNING APPROACH ON SECONDARY SCHOOL STUDENTS? ACADEMIC ACHIEVEMENT IN GEOMETRY, IN ENUGU STATE, NIGERIA

Eneze, B.N.,1 Ezeh S.I.2 (Ph.D) and Anibueze, C.O.3

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This study investigated the effects of Problem Based Learning (PBL) approach on secondary school students? academic achievement in Geometry. Quasi-experimental design was adopted in the study. Pretest-posttest, non- equivalent control group was used. Four intact classes, two of which were randomly assigned to experimental and the other two to control groups were used for the study. The sample of the study consisted of 140 SSII students from government owned coeducational secondary schools in Enugu Education Zone. Two research questions and two hypotheses guided the study. Geometry Achievement Test (GAT) was used for data collection. The reliability coefficient of GAT was 0.72. GAT was constructed by the researcher and validated by three research experts. Mean and standard deviation were used to answer the research questions while the hypotheses were tested at .05 level of significance using Analysis of Covariance (ANCOVA). Experimental groups were taught using Problem Based Learning (PBL) approach while control groups were taught the same topics using expository method. Major findings of the study revealed that students taught Geometry with PBL approach achieved higher than those taught with expository method. The result also showed that male and female secondary schools? student did not differ significantly in their achievement. It was recommended that Mathematics teachers should adopt PBL for teaching mathematic especially geometry in senior secondary school. Keywords: Problem-Based Learning Approach, Academic Achievement, Geometry.

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