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

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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.
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