EFFECT OF CONSTRUCTIVIST INSTRUCTIONAL MODEL AND PROBLEM-SOLVING INSTRUCTIONAL STRATEGY ON SECONDARY SCHOOL STUDENTS’ INTEREST AND ACHIEVEMENT IN PHYSICS AND CHEMISTRY IN IMO STATE

Abstract

This study investigated the effects of constructivist instructional model (5PCIM) on students’ achievement and interest in physics and chemistry in Imo State. Four research questions were asked, and Six hypotheses were formulated that gave this study a sense of direction. This study adopted quasi experimental non-equivalent control group design. The population for the study comprises all physics and chemistry students in Imo state. The sample of the study was 246 SSII physics and chemistry students drawn through multistage sampling technique. four instruments’ Physics and chemistry Achievement Test, Physics Interest Inventory and Chemistry Interest Inventory were used and validated by experts. The reliability coefficients obtained for the PAT, CAT, PII and the CII were 0.71, 0.73, 0.81 and 0.83 using Kuder Richardson and Chronbach-alpha procedure respectively. Data obtained from this study were analyzed. Mean and standard deviation scores were used to answer the six research questions while the eight hypotheses were tested at P<0.05 level of significance using Analysis of Covariance (ANCOVA). The result showed that students taught using 5PCIM and PSIS obtained mean achievement score and mean interest score in physics and chemistry higher than those taught using Conventional Instructional Model (CIM). Gender did not influence significantly on mean achievement score and mean interest score of students taught using both 5PCIM and PSIS. Furthermore, the result revealed no significant interaction effect of gender and treatment on mean achievement score and mean interest score of students taught using both strategies. Therefore, this study recommended adequate training for teachers on the use of 5PCIM and PSIS which should be adopted in Nigerian secondary schools. It is effective in teaching and learning using 5PCIM and PSIS because both strategies promote the acquisition of scientific skills, technological skills, and even entrepreneurial skills.