ABSTRACT

The study investigated the effects of problem-solving and discussion teaching methods on students’ achievement across ability levels in genetics. The study adopted a pretest-posttest quasi-experimental design with non-equivalent control group. The sample for the study consisted of 122 senior secondary III biology students. Purposive sampling was used to select four schools in Gombe education zone. The instrument used for the study is the Genetics Achievement Test (GAT) designed by the researcher. Section A of the instrument contained 20 multiple-choice items, section B contained 2 essay questions all for the measurement of students’ achievement in genetics. Four research questions and four hypotheses were formulated to guide the study. The hypotheses were tested at 0.05 level of significance. The data collected were analyzed using mean and standard deviation and ANCOVA statistical tools. The results showed that ability level of students significantly influence achievement in genetics. The high ability students outperformed their medium and low ability students. Gender was not a significant factor. The interaction effect of gender and method was not statistically significant. There was a significant difference in the mean achievement scores of students taught genetics using problem-solving and those taught using discussion teaching methods. Finally it was recommended that teachers of biology should adopt the use of problem-solving teaching method. This will go a long way in improving problem-solving skills of students no matter their ability level.

CHAPTER ONE

INTRODUCTION

Background of the Study

Science has been regarded as the bedrock upon which the modern day technological breakthrough is built. Countries all over the world, especially the developing ones like Nigeria, are striving hard to develop technologically and scientifically. Nwagbo in Usman (2010) explained science as an intellectual activity carried out by humans, designed to discover information about the natural world in which we live and to discover the ways in which this information can be organized to benefit human race. According to Feynman (2011), science has become such an indispensable tool that no nation, developed or developing, wishing to progress in socio-economic sphere will afford to relegate the learning of science in schools to the background. The Federal Republic of Nigeria (FRN) in its National Policy on Education (FME, 2004:19) identified the goals of science education to include:

Acquisition of knowledge, skills, inquiry and rational mind for conduct of good life. Produce scientist for national development

Service studies in technology and the cause of technological advancement Understanding of the physical world, the forms and conduct of life and

Provide knowledge and understanding of the complexity of the physical world, the forms and conduct of life.

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