Constructivist Problem Based Learning Technique and the Academic Achievement of Physics Students with Low Ability Level in Nigerian Secondary Schools

Folashade Afolabi; Akinyemi Olufunminiyi Akinbobola

doi:10.51724/ijpce.v1i1.100

Authors

Folashade Afolabi University of Ibadan https://orcid.org/0000-0002-8270-8787
Akinyemi Olufunminiyi Akinbobola University of Uyo

DOI:

https://doi.org/10.51724/ijpce.v1i1.100

Keywords:

Problem-based learning, Conventional, Physics, Low Ability, Achievement

Abstract

The study investigated the effects of constructivist problem based learning technique on the academic achievement of physics students with low ability levels in Nigeria secondary schools. Pre-test-Post-test control group design was adopted for the study. A purposive sampling technique was used to select 2 schools out of 40 co-educational secondary schools in Taraba state. 105 senior secondary school II physics students were used for the study. Physics Achievement Test (PAT) and physics Ability Level Test (PALT) were used to collect data. The kuder-Richardson coefficient of internal consistency for PAT and PALT were 0.72 and 0.76 respectively. Three hypotheses were tested at p<0.05 level of significance using t- test analysis. The result of the findings showed that the physics students with low ability level taught with problem based learning technique performed significantly better than those taught with conventional learning method. Also, student taught with problem based learning technique performed significantly better than those taught with conventional method. There was no significant gender difference in the performance of students taught with problem based learning technique. It is recommended that problem-based learning technique should be used in schools to teach various concepts in physics.

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