Improving Students’ Attitude and Achievement in Stoichiometry Using Problem-Based Learning Approach in Jos, Plateau State

This study investigates the effects of problem-based learning (PBL) on students’ attitude and achievement in stoichiometry in Jos, Nigeria. The research was of a pretest–posttest control group quasi-experimental design with a sample of 86male and female students grouped into experimental and control groups. A Stoichiometric Achievement Test (SAT, r = 0.79) and a Stoichiometric Attitude Questionnaire (SAQ) were used as instruments. A pretest was administered to both groups and the topic (stoichiometry) taught with PBL in the experimental group and with lecture method in the control group for four weeks after which a posttest was administered. The research questions were answered using mean and standard deviation while the hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. Results show that students taught using problem-based learning approach had a more positive attitude and performed significantly better than their counterparts taught with conventional lecture approach. The result also revealed no significant difference between male and female students’ attitude, towards stoichiometry. The result further revealed no significant difference between male and female students’ achievement in stoichiometry. PBL approach provided equal opportunities in the learning process for male and female students to benefit maximally when taught stoichiometry using the approach. The study recommended the adoption of PBL approach by Chemistry teachers since it has been found to be effective in enhancing students’ attitude and achievement compared to lecture method. Government and school proprietors should encourage the training and re-training of Chemistry teachers on how to incorporate effectively problem-based learning approach during chemistry lessons.