Problem-Based Learning Strategy: Effect on Achievement of Genetics among Biology Students in Colleges of Education Oyo, Oyo State

This study examined the impact of Problem-Based Learning strategy (PBLS) on the academic achievement of biology students in genetics at Colleges of Education in Oyo State, Nigeria. The study was prompted by the challenges students encounter in understanding abstract genetic ideas when instructed through conventional method. A quasi-experimental design with pre-test, post-test, non-randomized control, and non-equivalent intact groups was employed. The sample comprised 193 individuals selected from two schools of 300-level biology students, with one group instructed via problem-based learning strategy (PBLS) and the other through conventional methods. Data were gathered utilizing a validated Genetics Achievement Test (GAT), and hypotheses were examined through Analysis of Covariance (ANCOVA) at a significance level of 0.05. The results demonstrated a substantial main effect of problem-based learning strategy (PBLS) on academic achievement (F(1,95)=180.407, p<0.05, η²=0.660), signifying that 66.0% of the variance in achievement was due to the problem-based learning strategy (PBLS). Results indicated a significant main effect of gender on achievement (F(1,64)=129.662, p<0.05, η²=0.681), with male and female students benefiting equally from the technique. The study determined that problem-based learning strategy (PBLS) surpasses conventional method in improving performance in genetics and advocated for its implementation by biology educators and incorporation into teacher training programs to promote parity and academic achievement among genders.

Problem learning strategy, gender, genetics, achievement, Biology

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