This study investigates the relative effectiveness of two problem solving models (strategies) in students’ performance at cognitive and affective levels of educational attainment. Specifically, the study determined the effects of the use of Selvarathnam- Frazer (1982) model and programmed student learning text model (Ashmore, Frazer and Casey (1979) on college students’ achievement in volumetric analysis and attitude towards learning of Chemistry. Two hundred and seventy five (275) students drawn from three colleges of education in Oyo and Ogun States, Nigeria were involved in the study. Data analysis was by means of Analysis of Covariance (ANCOVA). Findings from the study revealed that students who were taught with problem-solving strategies or models either teachers’ - directed or students’ –directed performed significantly better than their counterparts in the control group that were taught with formula method. Students’ gender was also found to affect students” cognitive achievement and attitude towards learning of Chemistry. It also revealed insignificant interaction effect of treatment and gender at affective level. The findings from the study have implication for practicing chemistry teachers, education policy makers and other stakeholders in the education of teacher trainee.

The study investigated the effect of problem solving instructional technique on students' interest in chemistry in Anambra State. Two research questions and two hypotheses guided the study. The study adopted a quasi-experimental specifically pretest-posttest non-equivalent control group design. The population of the study consisted of 541 senior secondary school two (SS2) chemistry students in Awka South local government area. A sample consisting of 87 chemistry students from the two sampled schools was used for the study. The design of the study was quasi-experimental. Chemistry Interest Scale was used as instrument for data collection. Reliability estimate of 0.87 was obtained on CIS using Cronbach's Alphs formula. Mean and standard deviation were used to answer the research questions while analysis of co-variance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The result revealed that problem solving method is more effective in enhancing the students' interest in chemistry than the conventional lecture method. There was no significant difference on students' interest in chemistry due to gender. Based on the findings of this study, it was recommended that secondary school teachers should be given adequate training through workshops, symposia, conferences and seminars to help them in update their knowledge on the new teaching techniques and apply or used them in their teaching and learning processes.

Abstract: This study investigated the use of problems-solving and its effect on student achievement in the mole concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test (CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The results revealed that student taught using problem-solving performed significantly better than those taught through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on problem -solving in order to facilitate the teaching and learning of chemistry in schools. Keywords: Problem-solving, Mole Concept, Chemistry Education.

ABSTRACT Chemistry is a sublect that is needed by all in the area of Medicine, Engineering and other Science Related courses. For its successful study, the methods to its teaching become crucial. Faulty teaching can hinder or create a dislike for chemistry by the students. This study highlighted some of the ways the teaching of chemistry can be effective in Nigeria Secondary Schools. The adjustment of students, matching curricular offering with levels of mental development, motivation and some appropriate methods of teaching chemistry was looked into in this study. Quasi-expermental, employing the pre-test, post-test and non equivalent control group design was adopted. Five hypothesis were formulated to guide the study, and simple random sampling was used to select 300 Senior Secondary Students from the five Secondary Schools Selected within Ijebu Local Government Area of Ogun State. The instrument employed for the data collection was a teacher-made Chemistry Achievement Test (CAT). These data were analyzed using Analysis of Variance (ANOVA) and Covariance (ANCOVA) respectively. Based on these analyses, the following results emerged. There is a significant difference in the academic performance of students in chemistry after exposing them to problem solving method (PSM), Lecture Demonstration Method (LDM), Class Discussion Method (CDM) and Laboratory Practical Method (LPM) using experimental group (EG) and control group (CG) respectively. Findings from this study shows that when students are put into consideration using appropriate method of teaching, then the teaching of chemistry can be effective in our Schools and this will have an exponential effect towards reducing mass failure currently encountered in both our internal and external examinations in Nigeria particularly in Chemistry subjects which requires more practicals than theory. Therefore, it was recommended that students should be encouraged to be fully involved in practical class activities so that the teaching and learning of chemistry can be effective not only to pass an examination but to actually gain some skills that would be needed in the future. Keywords: Mental Development, Motivation, Quasi-Experimental and Curricular

The study aimed to investigate the effectiveness of problem-based learning (PBL) approach in enhancing the problem solving skills in Chemistry of Grade 9 students in a public high school in the Philippines. The level of problem solving skills of the students in the non-PBL and PBL group before and after their exposure to non-PBL and PBL approaches was determined respectively. The comparison of their levels before and after the intervention was done to determine the effectiveness of the non-PBL and PBL approaches. Then comparison of the effectiveness of non-PBL and PBL approach was assessed. Using the descriptive-comparative and pretest-posttest experimental design in processing the data from 96 students, the following revelations were obtained: (1) the level of problem solving skills before and after their exposure to non-PBL approach is generally very low; (2) the level of problem solving skills was initially very low but was comparatively increased to low after exposure to PBL; (3...