Students’ Ability Levels and Effectiveness of Problem-Solving Instructional Strategy

Abstract

The paper investigated the impact of problem-solving instructional strategy on the performances of students of different ability levels in Chemistry. The performances of students in the high, medium and low ability levels in a problem-solving task were compared after exposing them to teacher-directed problem-solving instruction. It was detected that there was no significant difference (P>0.05) in the performance of students in the different ability levels after the treatment. Method of instruction was found to influence academic achievement of low achievers as found out by Long (1981) and Kempa and Dupe (1974) and that problem solving in science depends on student's cognitive ability level (Salami, 2000). The need for good instructional strategy like problem-solving technique was advocated for teachers of science. This would go a long way in improving problem-solving skills of students no matter their ability level.

The Effects of Prior-knowledge and Online Learning Approaches on Students’ Inquiry and Argumentation Abilities

“…In addition, this instruction can facilitate all students' learning of science, not just the learning of high prior-knowledge students. Similar suggestions can also be found in previous studies of science teaching on argumentation and inquiry (Adesoji, 2008;Cuevas et al, 2005;Yerrick, 2000;Yu et al, 2010;Zohar & Dori, 2003). The other suggestion we would like to address is that the collaborative learning strategies may enhance students' argumentation and inquiry ability.…”

“…However, the difference in inquiry performance between these two groups was insignificant for Topics 5 and 6, implying that the low prior-knowledge students progressed in their inquiry ability under the online science learning program. Thus, low prior-knowledge students have the potential to perform similar with or better than high prior-knowledge students in scientific inquiry tasks (Adesoji, 2008;Cuevas et al, 2005;Yu et al, 2010).…”

“…With the intervention, low-achieving, low-SES, and non-English-speaking students can make impressive gains. Adesoji (2008) introduced a problem-solving strategy for three academic ability levels in chemistry and found no significant differences in problemsolving performance. Yu, She, and Lee (2010) further indicated that 'students' problem-solving ability was not affected by their initial level of academic achievement in biology ' (p. 196).…”

Learner-centred education and ‘cultural translation’

“…There is, for example, a substantial body of literature on the successful introduction of constructivist approaches to science education into Nigerian classrooms (e.g. Adesoji, 1995Adesoji, , 1997Agbayewa, 1996;Akinbobola, 2004;Folashade and Akinbobola, 2009).…”

Impact of Laboratory-Based Instructional Intervention on the Learning Outcomes of Low Performing Senior Secondary Students in Physics

“…A laboratory-based instructional intervention in Physics that combines both problem solving skills, mathematical skills (such as measurement, ratio, proportion) and attitude to laboratory work is likely to improve performance in Physics of low performing students. Adesoji (2008) investigated students' ability levels and effectiveness of problem-solving instructional strategy. He reported that there is disparity in the ability to perform specific tasks.…”