Effects of Problem-Based Learning on Junior Secondary II Students’ Achievement in Algebra in Bauchi Metropolis

Abstract

This study investigated the effect of the problem-based learning (PBL) approach on Junior Secondary II students' achievement in Algebra in Bauchi Metropolis, Nigeria. A quasi experimental design with a pretest-posttest control group was employed. The study involved 80 students selected from a total population of 658 Junior Secondary II students across two schools in Bauchi Metropolis. Purposive sampling was used to select 20 schools, and two schools were randomly assigned to the experimental and control groups. The experimental group received Algebra instruction using the PBL approach, while the control group was taught using traditional methods. Data were collected through the Algebra Achievement Test (AAT), administered as both a pretest and posttest. The data were analyzed using descriptive statistics (mean scores and standard deviations) to answer the research questions, while ANCOVA was used to test the hypotheses at a 0.05 significance level. The findings indicated that the PBL approach significantly improved students’ achievement in Algebra. It is recommended that Algebra teachers incorporate the PBL approach in their teaching practices to enhance student learning.