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Journal of International Education Research – First Quarter 2012 Volume 8, Number 1
© 2012 The Clute Institute 19
Effects Of Problem-Solving Method
On Secondary School Students‟
Achievement And Retention
In Social Studies, In Ekiti State, Nigeria
B.O. Abdu-Raheem, University of Ado-Ekiti, Nigeria
ABSTRACT
This study investigated the effects of problem-solving method of teaching on secondary school
students’ achievement and retention in Social Studies. The study adopted the quasi-experimental,
pre-test, post-test, control group design. The sample for the study consisted of 240 Junior
Secondary School Class II students randomly selected from six secondary schools in Ekiti State,
Nigeria. The instrument used for the study is the Social Studies Achievement Test (SSAT) designed
and validated by the researcher. Section A of the instrument consisted of the bio-data of the
respondents while section B was made up of 40 multiple-choice items designed to measure the
students’ achievement and retention in Social Studies. Four hypotheses were raised and tested at
0.05 level of significance. The data were analyzed using t-test and ANCOVA statistical tools. The
results showed that there is a significant difference between the achievement mean scores of
students in the experimental and control groups. There is a significant difference between the pre-
test mean scores and achievement mean scores of students in the experimental and control groups.
There is a significant difference between the retention mean scores of students in the experimental
and control groups. There is a significant difference between the achievement mean scores and the
retention mean scores of students in the experimental and control groups. It was discovered in the
study that problem-solving method is more effective than conventional lecture method in
improving students’ achievement in Social Studies. It was therefore recommended that teachers
should be innovative in handling their lessons by relating them to the day-to-day life of students in
such a way that the students will be challenged to put the lessons to practice as much as possible.
Government should also emphasize the use of problem-solving method to teach Social Studies in
secondary schools.
Keywords: Effects; Problem-Solving; Secondary School; Students; Academic Achievement; Ekiti State; Nigeria
INTRODUCTION
t is a matter of grave concern for educational stake-holders that the level of achievement and commitment
of students to learning is reducing day-in-day-out. One of the major causes identified is the ineffective
teaching of the school subjects including Social Studies. It was also noted that most of the students of
nowadays are very lazy and too playful. They can hardly identify and solve problems that come their ways by
themselves. They mostly rely on parents, teachers and elders to solve problems for them. May be during
teaching/learning processes, teachers have not been giving them challenging tasks that could enhance development
of thinking skills and creative activities. It is therefore the focus of this paper to investigate the relative effects of
problem-solving method on students‟ achievement and retention in Social Studies.
Social Studies, as the study of human beings in their physical, social, economic, spiritual, scientific,
political, cultural and psychological environment, needs to be taught effectively (Fadeiye, 2005). However,
problem-solving as a method of teaching that gives room for interaction with materials, asking of questions and
I
Journal of International Education Research – First Quarter 2012 Volume 8, Number 1
20 © 2012 The Clute Institute
criticism of issues should also arouse interests in and enhance basic understanding of the subject. Obebe (1981) and
Adewuya (1989) carried out different researches on the knowledge of contents and teaching methods in Social
Studies in Teacher Training Colleges and Secondary Schools in Ekiti state respectively. They discovered that lecture
method had negative effects on students. Such effects include lack of motivation, inability to cover the contents of
the curriculum, negative attitudes towards the subject and low achievement on the part of the teachers and students.
Ipaye (1991) stated that conventional lecture method is not effective in achieving the aims of teaching
Social Studies. Ipaye (1991) arrived at the conclusion that performance of Nigerian students in West African School
Certificate Examinations (WASCE) had been progressively bad. He therefore, suggested that professional teachers
should experiment with new methods of teaching to stem the tide of poor performance in examinations. Adewuya
(2003) also established the fact that the rate of absorption in secondary schools is as low as 20 to 30% as a result of
lecture method used to teach in schools. Abdu-Raheem (2010) also concluded that lecture method is ineffective in
teaching Social Studies in secondary schools in Ekiti State, Nigeria.
Problem-solving involves techniques such as questioning, sorting, field trips, interviewing, brainstorming,
role-playing, projects, use of resource persons, library search and other creative activities (Adewuya 2003). All these
techniques open up students to problem-solving activities such as critical thinking, searching for more knowledge,
analyzing, investigating and collating issues and ideas, formulating hypotheses, experimenting guesses and
collecting and analyzing information (Adewuya, 2002).
According to Joyce, Well and Calhoun (2000), inquiry/problem-solving is a learning process whereby
questions are created or problems are developed by the students based on facts and observations examined logically.
Iyamu and Otote (2007) confirmed that inquiry/problem-solving is a whole complex of instructional phenomenon in
which the teacher makes use of a variety of methods and activities that encourage students‟ active involvement in
the generation of their own knowledge. Craig (2001) defined a problem as any situation where one has an
opportunity to make a difference or to make things better. Problem solving is converting the actual current situation
into a desired future situation. He explained further that the acts of creative and critical thinking about ways to
increase the quality of life or avoid a decrease in quality are acts of problem solving.
Problem-solving approach to teaching usually involves an interest approach, a description of teaching
objectives, identification of the problems to be solved, actual problem solution, testing of the solution and an
evaluation of the solution (Newcomb, McCracken, Warmbrod & Whittington, 2004). Mann (2001) also agreed that
it is essential to develop awareness in the students that they themselves have the reason why a solution is not being
found to a particular problem. He pointed out that if the teacher moves from a problem towards a solution, the
students will be in the dark until the last moment. Ayeni (2007) reported that problem-solving approach is used to
identify particular issues and raises questions on them, hypothesizing possibilities and seeking evidence to establish
facts in educational research.
In support of the above ideas, Hermann (2007) recommended brainstorming or mind-storming at the first
stage of problem-solving, even before defining the problem. He explained further that brainstorming requires using
the creative hemisphere of one‟s brain before the logical hemisphere takes over. Mistry, White & Berardi (2006)
concluded that the area of problem-solving skills is considered a high priority skill area, even in post-graduate
studies development.
Herrman (2007) equated preference dominance to creative problem-solving. He believed that dominance or
cognitive thinking processes or preferred modes of knowing have advantages in quick response time and higher
skills level. Douglas and Kristin (2000) agreed that students can learn both new concepts and skills while solving
problems. Jimoh (2001) also supported the idea that problem-solving method develops students‟ interest in critical
thinking and evaluative reasoning. Abdu-Raheem (2010) concluded that if the steps required in the use of problem-
solving method of teaching such as identification of problem, observation, interpretation, manipulation and
creativity, are properly utilized, students‟ achievement will increase drastically.
Orimogunje (2008) emphasized the need for using an innovative strategy such as problem-solving to
correct the mismatch of post-primary Social Studies with the traditional lecture method. In support of the above
Journal of International Education Research – First Quarter 2012 Volume 8, Number 1
© 2012 The Clute Institute 21
idea, Bandele (2003) confirmed that the health of classroom interaction is dictated by the quality of instructions
given during the actual lesson periods. Sotonwa (2003) explained that good teaching matters in raising the standard
of education and the achievement of students. Ekanola (2007) concluded that problem-solving is designed to
facilitate both knowledge acquisition and utilization.
Akinleye (2010) observed that children are known to be effective problem-solvers and decision makers
when given the opportunity to be listened to and guided in a non-threatening atmosphere. Akinleye (2010) also
noted that pupils must be put on the right part of problem-solving with understanding and insight. Seweje (2010)
noted that in learning generally, learners must interact with contents in order to construct their own meanings so as
to integrate new knowledge into the existing cognitive structure. Seweje (2010) recommended that steps should be
taken to improve the overall teaching, practical and service delivery and equally charged the teachers to make the
subject interesting and friendly.
STATEMENT OF THE PROBLEM
Observation shows that many teachers still rely heavily on the traditional lecture method of teaching Social
Studies in Nigerian Secondary Schools. It has also been noted that the poor academic performance of most of the
students is imputed largely to the conventional lecture method used for teaching them. This paper therefore attempts
to investigate the effects of problem-solving on students‟ achievement in Social Studies.
RESEARCH HYPOTHESES
In an attempt to find solutions to the problem raised, the following hypotheses were formulated:
1. There is no significant difference between the achievement mean scores of students in the experimental and
control groups.
2. There is no significant difference between the retention mean scores of students in the experimental and
control groups.
3. There is no significant difference between the pre-test mean scores and the achievement mean scores of
students in the experimental and control groups.
4. There is no significant difference between the achievement mean scores and the retention mean scores of
students in the experimental and control groups.
METHODOLOGY
The study adopted quasi-experimental, pre-test, post-test, control group, design. The population for this
study comprised all Junior Secondary School students in Ekiti State with the total number of 14,867 students. The
sample consisted of 240 Junior Secondary School Class II students of Social Studies from six schools. Simple
random sampling was adopted to select 40 students from six schools used for the study. Simple random sampling
was also used to allocate the groups into experimental and control groups. The instrument for the study is the Social
Studies Achievement Test (SSAT) designed by the researcher. The instrument consisted of 40 multiple-choice items
used for pre-test, post-test and retention test on students sampled. The validity of the instrument was ascertained
through face, content and construct validity procedures. The instrument was given to two test experts in Guidance
and Counseling, two in Educational Management and two specialists in Social Studies. They were requested to find
the face value and the appropriateness of the instrument in measuring the students‟ achievement and retention in
Social Studies. The reliability of the instrument was ascertained through test-re-test method and estimation of
internal consistency. The instrument was administered on 40 students from two schools that were not used for the
study. After two weeks, the instrument was administered again on the same sets of students. The responses of the
two sets of students were correlated using Pearson Product Moment Correlation Coefficient Analysis and the
correlation coefficient of 0.73 was obtained. Crombach Alpha was also applied on the responses of 30 students from
a school that was not used for the study for the estimation of internal consistency. The formula when applied yielded
the reliability coefficient of 0.71 which is good enough to measure the differences between experimental and control
groups when large samples are used.
Journal of International Education Research – First Quarter 2012 Volume 8, Number 1
22 © 2012 The Clute Institute
The instrument was first administered on students by exposing all of them to pre-test to test their
knowledge baseline in Social Studies. The students were randomly assigned to experimental and control groups. The
experimental group was then exposed to treatment for six weeks while the control group was going on with their
normal classroom conventional lecture method. The instrument was also administered on the experimental and
control groups, to test their level of achievement. After six weeks, the instrument was administered again on both
experimental and control groups to test their level of retention. The data collected were analyzed using students‟ t-
test, and ANCOVA statistical tools.
RESULTS AND DISCUSSION
Hypothesis 1
There is no significant difference between the achievement mean scores of students in the experimental and
control groups.
Table 1: ANCOVA Summary of Achievement Mean Scores of students in the Experimental and Control Groups
Source
SS
Df
MS
F-cal
F-table
Corrected Model
31244.892
2
15622.446
1338.387
3.00
Covariate (pre-test)
259.354
1
259.354
22.219
3.84
Group
30978.815
2
30978.815
2653.979
3.84
Error
2766.404
237
11.673
Corrected Model
34011.296
239
Total
159001.000
240
P < 0.05
Table 1 shows that F-cal (2653.979) is greater than F-table (3.84) at 0.05 level of significance. The null
hypothesis is rejected. Therefore, there is a significant difference between the achievement mean scores of students
in the experimental and control groups.
In order to provide some indications of the performances of the groups, a Multiple Classification Analysis
(MCA) was computed as shown in Table 2 below.
Table 2: Multiple Classification Analysis Showing
the Effects of Treatment on Students’ Achievement Scores in Social Studies
Grand Mean = 25.57
Variable + Category
N
Unadjusted
Deviation
Eta
Adjusted For Independent +
Covariate
Beta
Experimental
Control
120
120
8.61
-14.11
0.30
8.63
-14.09
0.088
Multiple R2
Multiple R
0.088
0.088
Table 2 reveals that students in the experiment group had higher adjusted post-test mean score of 34.20
(25.57 + 8.63) while those not exposed obtained an adjusted post-test mean score of 14.48 [25.57 + (-14.09)] in
Social Studies Achievement Test. The observed difference in the adjusted post-test mean scores of students in Social
Studies portrays the potency of the treatment employed at producing better achievement of students n Social Studies.
Hypothesis 2
There is no significant difference between the retention mean scores of students in each of the experimental
and control groups.
Journal of International Education Research – First Quarter 2012 Volume 8, Number 1
© 2012 The Clute Institute 23
Table 3: t-test of Retention Mean Scores of Students in the Experimental and Control Groups
Group
N
Mean
SD
Df
t-cal
t-table
Experimental
120
32.71
3.26
238
63.336
1.960
Control
120
7.66
2.85
P < 0.05
Table 3 reveals that t-cal (63.336) is greater than t-table (1.960) at 0.05 level of significance. The null
hypothesis is rejected. Therefore, there is a significant difference between the retention mean scores of students in
the experimental and control groups.
Hypothesis 3
There is no significant difference between the pre-test mean scores and achievement mean scores of
students in each of the experimental and control groups.
Table 4: t-test Showing the Pre-test and Achievement Mean Scores of Students in the Experimental and Control Groups
Group
Variable
N
Mean
SD
Df
t-cal
t-table
Experimental
Pre-test
Achievement
120
120
9.28
34.18
3.43
3.41
119
54.398
1.98
Control
Pre-test
Achievement
120
120
9.27
11.46
3.67
3.71
119
7.353
1.98
P < 0.05
Table 4 reveals that t-cal (Experimental = 54.398, Control) is greater than t-table (1.98) at 0.05 level of
significance. The null hypothesis is rejected. Therefore, there is a significant difference between the pre-test mean
scores and the achievement mean scores of students in each of the experimental and control groups.
Hypothesis 4
There is no significant difference between the achievement mean scores and the retention mean scores of
students in each of the experimental and control groups.
Table 5: t-test Showing the Achievement and Retention Mean Scores
of Students in the Experimental and Control Groups
Group
Variable
N
Mean
SD
df
t-cal
t-table
Experimental
Achievement
Retention
120
120
34.18
32.71
3.41
3.26
119
4.379
1.98
Control
Achievement
Retention
120
120
11.46
7.66
3.71
2.85
119
14.409
1.98
p < 0.05
Table 5 shows that t-cal (Experimental = 4.379, Control = 14.409) is greater than t-table (1.98) at 0.05 level
of significance in each case. Therefore, the null hypothesis is rejected. It implies that there is a significant difference
between the achievement mean scores and the retention mean scores of students in each of the experimental and
control groups.
Journal of International Education Research – First Quarter 2012 Volume 8, Number 1
24 © 2012 The Clute Institute
DISCUSSION
The result of this study revealed that the achievement level of students in Social Studies was generally low
at the initial stage, but the level of achievement improved drastically and significantly in the experimental group
(problem-solving) after the treatment. There was also an improvement on the achievement level of students in the
control group, but not so significant. Adewuya (2003) submitted that the problems are likely to be solved with the
contribution of knowledge and ideas from several knowledgeable people to tackle greater problems beyond the
simple information.
The study also revealed that problem-solving method of teaching Social Studies is highly effective. The
improvement in the level of achievement of students in the experimental group was as a result of the treatment
(problem-solving method). This is in line with the submission of UNESCO (1984) that the problem-solving method
seems to be more effective than the traditional expository method bringing about learning, relation, transfer,
stimulating thinking in learners and, as a result, more active students‟ participation is encouraged in the classroom.
It was shown in this study that there is a significant difference between the retention mean scores of
students in the experimental and control groups. The retention mean scores of students in the experimental group is
higher than those students in the control group as a result of problem-solving method used to give treatment to the
students in the experimental group. The finding is related to that of Orimogunje (2008) who emphasized the need for
using an innovative strategy such as problem-solving to correct the mismatch of post-primary Social Studies with
the traditional lecture method. Abdu-Raheem (2010) also agreed that problem-solving has the best potency to
improve the students‟ achievement in Social Studies.
CONCLUSION
It is hereby concluded in this study that problem-solving method is more effective than conventional lecture
method in improving students‟ achievement in Social Studies and that the use of the problem-solving method is the
solution to the dwindling performance of students in Social Studies.
RECOMMENDATIONS
Based on the findings, it was recommended that:
1. Government should emphasize the use of problem-solving to teach Social Studies in secondary schools.
2. Government should also organize on-the-job training, workshops, seminars and conferences for teachers of
Social Studies on effective use of problem solving method of teaching.
3. Teachers should change from the conventional lecture method to the problem-solving method of teaching
Social Studies.
AUTHOR INFORMATION
Dr. (Mrs.) Bilqees Olayinka Abdu-Raheem, is a lecturer in the Department of Educational Foundations and
Management, Faculty of Education, University of Ado-Ekiti, Nigeria. Her area of research is Social Studies and
Educational Management. She has attended many learned conferences and presented papers of which some have
been published locally and internationally. She is a member of the National Association of Women in Academics
[NAWACS]. Her e-mail address is dr_boabduraheem@yahoo.com
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Journal of International Education Research – First Quarter 2012 Volume 8, Number 1
© 2012 The Clute Institute 25
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Journal of International Education Research – First Quarter 2012 Volume 8, Number 1
26 © 2012 The Clute Institute
NOTES