EFFECT OF PROBLEM-BASED LEARNING METHOD WITH COOPERATIVE LEARNING STRATEGY ON ACADEMIC PERFORMANCE AMONG PHYSICS SECONDARY SCHOOLS STUDENTS IN KATSINA STATE, NIGERIA

Abstract

This study examined the impact of problem-based learning method with cooperative learning strategy on electricity concept of physics student’s academic performance among secondary school students in Katsina state, Nigeria. The research work was guided by two research objectives, two research questions and two hypotheses. Quasi-experimental research design involving two groups (one experimental and one control) were used. The population of the study consist of 12,853 Physics students from twenty-five public senior Secondary School in Katsina Zonal Education Quality Assurance. The sample of students for the study consist of 149 students from intact classes selected from two schools. Physics Performance Test (PPT) was used for data collection. The reliability coefficient of the PPT was obtained using Pearson Product Moment Correlation which was 0. 845. The null hypotheses was tested at P ≤ 0.05 level of significance using t-test independent sample by the aid of SPSS (version 23). The results of the finding shows that there was significant difference in the mean academic performance between experimental and control group. The research concluded that problem-based learning methods with cooperative strategy is effective teaching method that can be explored as alternatives to the lecture method in teaching electricity concept of physics.  Moreover, problem-based learning method with cooperative strategy is gender friendly teaching method. Based on the findings, it is recommended that teachers should employ the use of problem-based learning method with cooperative strategy as alternative to lecture method in teaching physics to enhance students’ performance.