EFFECTS OF PROBLEM–SOLVING INSTRUCTIONAL METHOD ON SECONDARY SCHOOL STUDENTS’ INTEREST IN PHYSICS IN NSUKKA EDUCATION ZONE

Abstract

The study examined the impact of the problem-solving instructional method on the academic interest of secondary school students in physics within the Nsukka education zone. Two research questions guided the investigation, and three hypotheses were tested at a 0.05 significance level. A quasi-experimental design was employed, specifically using a pretest-posttest non-randomized control group design. The study's population consisted of 7,231 senior secondary two (SS2) students enrolled in physics in the Nsukka Education Zone, from which a sample of 128 students was selected through purposive and random sampling techniques. Data were collected using the Physics Interest Scale (PIS), which was validated by three lecturers. The reliability of the PIS was confirmed with a Cronbach Alpha coefficient of 0.82. Research questions were addressed using mean and standard deviation, while the null hypotheses were tested using analysis of covariance. The study's findings indicated that students taught using the problem-solving instructional method (PSIM) had higher mean interest scores in physics compared to those taught using the lecture method. There was a significant difference in mean interest scores between the two groups, favoring the PSIM. Based on these findings, it was recommended that physics teachers should create a conducive learning environment that encourages student collaboration and free expression to maintain their interest in learning.