Improving the Academic Achievement and Creativity of Nigerian Students‟ in Colleges of Education in Genetics using Problem-solving Instructional Strategy
Abstract
The study investigated whether problem-solving instructional strategy could improve the academic achievement and creativity in genetics among Nigerian students in colleges of education. Research design was Quasi-Experimental that employed pretest and posttest control group design. The population for the study comprised all five Federal Colleges of Education, out of which two were selected using random sampling technique. One hundred students (50 from each of the colleges) were selected by the use of Random Numbers and used as sample for the study. Subjects in experimental group were exposed to treatment for six weeks, while the control group was taught using lecture method for the same period. Instruments for data collection were, Genetics Achievement Test (GAT) which was validated and pilot tested with r = .79, and Ibadan Creativity Assessment Scales (ICAS) adopted from (Wakili, 2007) r = .73, were used for data collection. Two hypotheses were stated and tested at p ≤ .05 level of significance using t-test statistics. Data collected were analyzed using Statistical Package for Social Sciences (SPSS). The results obtained indicates that Colleges of Education Students taught genetics using problem-solving instructional strategy achieved significantly higher in academic achievement and creativity than their counterparts taught genetics using lecture method. On the basis of the finding, it was recommended that Federal Colleges of Education lecturers should employ problem-solving instructional strategy in teaching, so as to enhance students‟ academic achievement and creativity in genetics.
Keywords: Academic Achievement, Creativity and Problem-solving
A.G.Jibrin, **J.S. Mari and *S.D Zayum (2015)
Improving the Academic Achievement and Creativity of Nigerian Students‟ in Colleges of Education in Genetics using Problem-solving Instructional Strategy
Abstract The study investigated whether problem-solving instructional strategy could improve the academic achievement and creativity in genetics among Nigerian students in colleges of education. Research design was Quasi-Experimental that employed pretest and posttest control group design. The population for the study comprised all five Federal Colleges of Education, out of which two were selected using random sampling technique. One hundred students (50 from each of the colleges) were selected by the use of Random Numbers and used as sample for the study. Subjects in experimental group were exposed to treatment for six weeks, while the control group was taught using lecture method for the same period. Instruments for data collection were, Genetics Achievement Test (GAT) which was validated and pilot tested with r = .79, and Ibadan Creativity Assessment Scales (ICAS) adopted from (Wakili, 2007) r = .73, were used for data collection. Two hypotheses were stated and tested at p ≤ .05 level of significance using t-test statistics. Data collected were analyzed using Statistical Package for Social Sciences (SPSS). The results obtained indicates that Colleges of Education Students taught genetics using problem-solving instructional strategy achieved significantly higher in academic achievement and creativity than their counterparts taught genetics using lecture method. On the basis of the finding, it was recommended that Federal Colleges of Education lecturers should employ problem-solving instructional strategy in teaching, so as to enhance students‟ academic achievement and creativity in genetics. Keywords: Academic Achievement, Creativity and Problem-solving