Omoniyi Adesoji Olubunmi


The study identified Gas laws in ordinary level West African School Certificate (WASSSC) chemistry syllabus, and examined the Relative Effectiveness of Problem Solving Approach (PSA) and Vee Mapping (VMA) on students’ performance in chemistry. The study adopted a pre-test posttest experimental design with lecture method as the control group. The sample consisted of 130 participants selected from three senior secondary school I chemistry students in Akoko South East Local Government Area of Ondo State. Three intact classes were classified two experimental groups (PSA = 45), (VM=42) and a control group (LM=47). A 40 item instrument tagged Gas Laws Chemistry Achievement Test (GLCAT) was developed by the researcher and ascertained for reliability (r=0.78, p<0.05). The study was guided by two hypotheses. Data collected were analysed using ANOVA. The result showed that there was a significant difference in the effectiveness of PSA and VMA on students’ performance in chemistry f(1, 130) = 18.42, p<0.05. Furthermore, PSA was found to be more effective (X = 33.24) than VMA (X=30.136). The study concluded PSA as an effective method of teaching chemistry.


Article visualizations:

Hit counter



problem solving, relative effectiveness, students’ performance, Vee mapping


J. D., Novak, D. B. Gowin, Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning. Instructional Science, An International Journal of the learning Sciences, 19 (1), 1990, 29 – 52.

R. Driver, (1987), Promoting Conceptual Change in Classroom Setting: The Experience of the Children’s learning in Science Project. In J. D. Novak (ed), Proceedings of the second international seminar: Misconception and educational strategies in Science and Mathematics. Vol. 2 pp. 97 – 107, Ithaca NY: Cornell University, Department of Education.

A. D. Ashmore, M. J. Frazer, & R. J. Casey, Problem Solving and Problem Solving Networks in Chemistry, Journal of Chemistry Education, 56 (6) 1979, 377 – 379.

A. L. Brown, L. Baker, Metacognitive Skills and Reading. In P. D. Pearson (Ed.), (Handbook of reading research, 1984.) 353 – 394. New York; Longman

D. B. Gowin, Educating. Ithaca, (NY: Cornell University Press, 1981).

G. O, Onwu, M. J. Ahiakwo, A study of Pupils’ perception of topics difficulties in O’ and A’ Level Chemistry in some selected Nigerian Schools. Journal of Research in Curriculum, 4 (2), 1986, 1- 13.

A. D. Ashmore, M. J. Frazer, & R. J. Casey, Conceptual and Procedural knowledge in Problem Solving, Journal of Research in Science Teaching, 23 (9) 1979 759 – 769.

J. D. Novak, D. B. Gowin, G. T. Johanasen, The use of concept mapping and knowledge Vee mapping with junior high school science students. Science Education, 67(5), 1983, 625-645.

A.O. Omoniyi, Relative effectiveness of cognitive constructivist approach and concept mapping in improving student’s performance in chemistry in Ondo State, Nigeria. Vol. 05(01) 351-360



  • There are currently no refbacks.

Copyright (c) 2018 Omoniyi Adesoji Olubunmi

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).