The Effects of Problem-Based Learning on Students’ Cognitive Achievements in Some Selected Topics in Chemistry.

This paper provides clear insight into the Effects of Problem-Based Learning on students' cognitive achievement in selected chemistry topics. The research design employed for the study was a Quasi-Experimental, specifically a non-equivalent control group pre–test–post–test design. The total population considered for the study consisted of two hundred and fifty (250) second-year senior high school students who learn chemistry as an elective subject in Nkrankwanta Senior High Technical School. The sample size was Eighty-five (85) elective chemistry students in Nkrankwanta Senior High Technical School. Two intact classrooms were used for the study. The control group consisted of forty-five (45) second-year students, and the experimental group consisted of forty (40) second-year students. The study employed a Chemistry Achievement Test (CAT) as the instrument. Initial assessments were administered to both groups, followed by a PBL intervention for the experimental group, and then post-tests for both groups. Data analysis incorporated percentages, descriptive statistics (mean and standard deviation), as well as inferential statistics (independent and paired samples t-tests). The findings revealed a statistically significant disparity in post-test scores between the control group (traditional teaching method) and the experimental group (PBL). Nevertheless, there was no significant difference in cognitive achievements between male and female students within the experimental group. The study therefore recommends the need for inclusion of the problem-based learning approach in the Senior High School chemistry syllabus and textbooks, as this can result in significantly higher students’ cognitive achievement in chemistry concepts than the conventional approaches (traditional learning approaches).

Problem-Based Learning; Cognitive Achievements

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