Effects of Problem-Based Learning Strategy on Students’ Ability and Interest in Solving Solid Geometry in Senior Secondary School in Sokoto State, Nigeria

This study investigated the effect of Problem-Based Learning Strategy on Students’ Ability and Interest in Solving Solid Geometry in Senior Secondary Schools in Sokoto State, Nigeria. The study employed a quasi-experimental pre-test and post-test design; the experimental group was taught using problem-based learning strategy while the control group was taught using the conventional (Discussion and Demonstration) method. The population of the study consisted of all public senior Secondary School Students in Sokoto State, estimated to be 31,998 students. A sample of 94 SSI students was selected using a purposive sampling technique. Two Senior Secondary Schools were used for the study, and in each of the two schools, one intact class was used as either the experimental or control group. Two instruments were used for data collection, namely the Solid Geometry Ability Test (SGAT) and the Solid Geometry Interest Questionnaire (SGIQ). Two research questions were answered using mean and standard deviation, while the hypothesis was tested at 0.05 level of significance using an independent sample t-test. The Results showed that the problem-based learning strategy had higher ability scores in solid geometry and fostered greater interest compared to the conventional method among senior Secondary School Students in Sokoto State, Nigeria. The study recommended that Mathematics teachers should adopt a problem-based learning strategy in teaching solid Geometry so that teaching and learning of the concept will be student-centered. The Government, in collaboration with curriculum planners, should integrate problem-based learning as a teaching strategy in senior secondary schools in Sokoto State. Training and retraining of mathematics teachers on the effective use of PBL in their Schools