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All Journal Indonesian Journal of Educational Studies Dialektika kontemporer Pinisi Journal of Social Science
Ewere, Chukwuka Rita
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Education Languange, Linguistic, Communication & Media Nursing Social Sciences Other

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Exploring The Impact of Polya’s Problem-Solving Strategy on Biology Students’ Achievement and Retention: A Case Study of Secondary Schools in Delta State, Nigeria Ewere, Chukwuka Rita
Jurnal Ilmu Sosiologi Dialektika Kontemporer Vol 13, No 2 (2025): Juli – December 2025
Publisher : dialektika kontemporer

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Abstract

This study investigated the impact of Polya’s problem-solving strategy on biology students’ achievement and retention in secondary schools in Delta State, Nigeria. The quasi-experimental research design employed pre-test and post-test measures with control and experimental groups. A sample of biology students was randomly selected from senior secondary schools, with the experimental group taught using Polya’s four-step problem-solving strategy—understanding the problem, devising a plan, carrying out the plan, and looking back—while the control group received instruction through the conventional lecture method. Data were collected using a validated Biology Achievement Test (BAT) and a Retention Test (RT). Analysis of covariance (ANCOVA) and t-tests were used to analyze the data at a 0.05 level of significance. Findings revealed that students taught with Polya’s strategy significantly outperformed those taught with traditional methods in both achievement and retention tests. Results further indicated that the structured, student-centered approach of Polya’s strategy fostered deeper conceptual understanding and enhanced long-term retention. These findings align with constructivist learning theories that emphasize active participation and knowledge construction. The study concludes that Polya’s problem-solving strategy is an effective pedagogical approach for improving biology achievement and retention. It recommends the adoption of Polya’s method by teachers, integration into biology curricula, and teacher training programs to enhance effective instructional practices in Nigerian schools.
Addressing Misconceptions in Genetics Through Conceptual Change Strategies: An Empirical Study Of Secondary Schools in Delta State, Nigeria Ewere, Chukwuka Rita
Indonesian Journal of Educational Studies Vol 28, No 1 (2025): Indonesian Journal of Educational Studies (Early Access)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v28i1.76690

Abstract

This study evaluated the effectiveness of conceptual change strategies on genetics achievement among secondary school students in Delta State, Nigeria. A quasi-experimental design involved 160 students, divided into an experimental and a control group. The experimental group was taught using conceptual change strategies like Predict-Observe-Explain (POE) and collaborative learning, while the control group received traditional lecture-based instruction. The Genetics Conceptual Understanding Test (GCUT) was administered as a pretest and posttest. Analysis of the data using ANCOVA showed that students taught with conceptual change strategies achieved significantly higher posttest scores than those in the control group, even after adjusting for initial differences. The study concludes that conceptual change strategies are more effective than traditional methods for enhancing students' understanding of genetics. It is recommended that teachers and curriculum planners adopt these approaches to address misconceptions and improve learning outcomes in biology.
Impact of Virtual Reality on Learning Complex Biological Processes: A Study of Secondary Schools in Delta State, Nigeria Ewere, Chukwuka Rita
Pinisi Journal of Social Science Vol 4, No 2 (2025): September
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/pjss.v4i2.61758

Abstract

Advances in educational technology have created new opportunities for enhancing science learning. Virtual reality (VR) offers immersive and interactive experiences that may improve students’ conceptual understanding and practical skills in biology, particularly in complex topics such as cellular respiration, mitosis, and enzyme action. This study employs a quasi-experimental non-equivalent control group pretest-posttest design. A sample of 120 Senior Secondary School Two (SSS II) biology students will be drawn from four schools in Delta State, Nigeria, representing both urban and rural settings. Two schools will be assigned as experimental groups receiving VR-based instruction, while two will serve as control groups taught using conventional lecture, chalkboard, and textbook methods. Data collection will utilize two validated and reliable instruments: the Biology Conceptual Understanding Test (BCUT) and the Biology Practical Skills Performance Test (BPSPT). The intervention spans six weeks, with both groups completing pre-tests and post-tests. Data will be analyzed using descriptive statistics and Analysis of Covariance (ANCOVA) to compare outcomes while controlling for baseline scores. It is expected that students exposed to VR-based instruction will demonstrate significantly higher gains in conceptual understanding and practical performance than those taught with conventional methods. Findings will provide empirical evidence on the effectiveness of VR in secondary school biology education in Nigeria. The study highlights the potential of immersive technologies to strengthen science teaching and learning, with implications for curriculum innovation in developing contexts. 
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