EFFECTS OF PROBLEM-BASED INSTRUCTIONAL STRATEGY ON SENIOR SCHOOL STUDENTS’ PERFORMANCE IN CIRCLE THEOREMS

Abstract

This study was conducted with the aim of determining the effects of Problem-Based Instructional Strategy (PBIS) on students’ performance in circle theorems in Mathematics. The study is a quasi-experimental type of non-randomized, nonequivalent pre-test and post-test control group involving a 2 x 2 x 3 factorial design, indicating instructional strategies at two levels (Problem-Based Instructional Strategy and conventional method), gender at two levels (male and female) and scoring level at three levels (high, moderate and low level). The target population was all Senior Secondary School students in Ogbomoso, Nigeria. A total of 244 students participated in the study. The research instrument used is Circle Theorems Performance Test (CIRTPT). t-test statistics and ANCOVA were employed to analyze the data. The findings of the study revealed that: there was a significant difference in the performance of students taught circle theorems using PBIS and those taught with conventional method (t(242)=2.87; p<0.05); there was no significant difference in the performance of male and female students taught circle theorems using PBIS (t(110)=0.52; p>0.05); and there was no significant difference in the performance of students on the basis of score levels when taught circle theorems using PBIS (F(2,108)=2.31; p> .05).