Effectiveness of Physics Problem Solving Approach on Students’ Gender

Sunday Ade. Adeniran, Atsuwe Bernard Aondofa, Mbalaha Stephen Zendesha


This study investigated the effectiveness of the physics Problem Solving Approach (PPSA) on students’ gender. The research was carried out in Isin and Irepodun Local Government Areas of Kwara South Senatorial District. Eighty Senior Secondary School two (SSII) physics students participated in the study. Two research hypotheses were formulated, one of which was that there is no significant difference in the post-test mean scores of male and female students taught with Physics Specific Problem-Solving Approach. A 30–item objective question and Eight-item essay questions wereused as pretest and post-test for the students. Descriptive statistics were used to answer research questions while ANCOVA statistic was usedto test the two hypotheses at 0.05 level of significance. The results of analyses showed that the mean gain of male (8.00) and female (2.27) students taught with Physics Problem-Solving Approach was higher than male (1.45) and female (1.33) students taught with Lecture Method. There was also significance difference in the performance of male and female students taught with the PhysicsProblem Solving Approach,F (1, 37) = 28.027, p < 0.05.  Among the recommendations was that teachers should adopt the use of PPSA in teaching physics in schools.   




Gender, Problem solving, Physics problem solving approach, Achievement in physics

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