CELL CONCEPT

This study focused on the effect of problem-solving strategy on academic performance in cell concept among senior secondary school students in Egor local government as case study. The study is wasspecifically focused on determining if there was any significant difference between the level of achievement of students taught using problem solving strategy and those taught using the conventional lecture method, determining the attitudes of students towards cell concept problems when taught using problem solving strategies and finding out the influence of gender on students’ achievement in cell concept when taught using problem solving strategy. The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are senior secondary school students in Egor local government. The findings of this study showed that the performance levels of both male and female students after treatment improved significantly though male students achieved slightly higher than their female counterparts after exposure to problem solving strategy. The results further showed that students taught using problem solving strategy performed significantly better than their counterparts taught with conventional lecture approach. Furthermore, the result revealed that students in private schools performed better than the students in public schools after exposure to problem solving strategy. The study concluded that the use of problem-solving strategy promotes students’ understanding of concepts translating to optimal performance in cell concept examinations. It was recommended among others that authors and textbook writers of textbooks should transform textbooks into problem solving forms, apply and provide proper illustrations so as to meet the criteria of problem-solving strategy as doing this would help in enhancing students’ achievement