Effect of Problem-Based Learning on Physics Achievement of Senior Secondary School Students in Nigeria

Physics remains one of the science subjects in which senior secondary school students in Nigeria consistently record poor achievement, a trend that has been linked partly to the continued dominance of teacher-centred, lecture-based instruction. This study examined the effect of problem-based learning (PBL) on the physics achievement of senior secondary school students and further investigated whether the effect differs by gender. A quasi-experimental, non randomised pretest-posttest control group design was adopted. A sample of 128 Senior Secondary Two (SS2) physics students drawn from four intact classes in two co-educational secondary schools was assigned to an experimental group, taught selected mechanics topics using problem based learning, and a control group, taught the same topics using the conventional lecture method, over a period of six weeks. Data were collected using a 40-item, four-option multiple-choice Physics Achievement Test (PAT) validated by experts in science education and measurement, with a Kuder-Richardson (KR-20) reliability coefficient of 0.84. Two research questions were answered using mean and standard deviation, while two null hypotheses were tested using Analysis of Covariance (ANCOVA) at the 0.05 level of significance. Findings showed that students taught physics using problem-based learning achieved significantly higher post-test scores than those taught using the lecture method, and that gender had no statistically significant effect on the achievement of students within the problem-based learning group. The study concludes that problem-based learning is a more effective instructional strategy than the conventional lecture method for improving physics achievement among senior secondary school students, and recommends that physics teachers be trained and supported to integrate problem-based learning into everyday classroom instruction.