Effect of Collaborative and Individualized Problem-Solving Strategies on Student Performance in Challenging Biology Concepts in Benue State

Abstract

This study investigated the effects of collaborative and individualized problem-solving instructional strategy on secondary school students’ performance in difficult concepts in Biology in Benue State. Two research questions guided the study while two hypotheses were formulated and tested. The study adopted quasi-experimental non-equivalent pretest and posttest design and population comprised 8,511 senior secondary two students from which a sample of 270 students was selected from six public schools using a multistage sampling technique. Data were obtained using Biology performance test (BPT) and the instrument was variously validated using Kuder-Richardson formula 21 (KR_21). The instrument yielded a reliability of 0.85 and the data collected were analyzed using mean and standard deviation to answer research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings revealed that there was significant difference in mean performance scores of students taught the same difficult concepts in Biology using collaborative problem-solving instructional strategy and discussion method (F(1,175) = 483,440; P = 0.000<0.05). Finding also revealed that there was significant difference in the mean performance scores of students taught the same difficult concepts in Biology using individualized problem-solving instructional strategy and discussion method (F(1,175) = 290.228; P = 0.05). Based on the findings it was recommended among others that Biology teachers could use collaborative and individualized problem solving instructional strategy to improve academic performance and problem-solving skills of their students.