Abstract:

We report a study focused on how problem solving instructional strategies would affect students’ achievement and retention in Chemistry with particular reference to River State. A pre-test, post-test, non-equivalent control group design was adopted. Two research questions and two hypotheses were respectively answered and tested. Purposive and stratified random sampling was used to select 428 SS II students from two rural and two urban local government areas of Rivers State. These students were randomly assigned to the two treatment groups. Problem solving with Model and Feedback – Correctives (PF), Problem solving with Model Only (PM), and the control Problem Solving by the Conventional Method (PC). The model used is a Generic Problem Solving Inquiry Model developed by Hungerford (1975). A researcher developed and modified instrument, Chemistry Achievement Test (CAT) and lesson plans were used for the study. Data collected were analyzed using Mean, Standard Deviation (SD) and some gains of achievement and retention and that the hierarchical order of achievement is PF, PM and PC. No significant differences were observed in the post-test mean scores of urban and rural subjects in the achievement is PF, PM and PC. No significant differences were observed in the post-test mean scores of urban and rural subjects in the achievement and retention tests administered in the course of the study. Based on the findings, it is recommended that both rural and urban Chemistry teachers use problem solving instructional strategies, particularly that in which use of a model is supplemented with feedback-correctives in teaching.

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