Students' Perception on the Impact of Group and Individualized Problem Based Learning Strategies on Motivation and Engagement in Learning Biology Subject in Zamfara State, Nigeria

Abstract

This study investigated students' perception on the impact of group problem-based learning strategy and individualized problem-based learning strategy on motivation and engagement in learning in biology in Zamfara State, Nigeria. A descriptive design was employed, with a target population of 6,940 and a sample of 355 students obtained from six public senior secondary schools. The instrument used for data collection is students' perception questionnaire (SPQ), which is developed by the researcher, and is validated by the experts and obtained the CVI of 0.78 and reliability coefficient as indicated by Cronbach's alpha value of 0.80. Paired sample t-test was used to test hypotheses one and two. Findings revealed that group problem-based learning strategy motivate student in learning sense organs concept than the individualized problem-based learning strategy, similarly, both individualized and group problem-based learning strategies engaged students in learning sense organs concepts. The study concluded that group problem based learning strategy in teaching and learning of sense organs concepts engaged and motivated biology students at the senior secondary school level. The study recommended that biology and other science subject teachers at secondary school level should use group problem-based learning strategy during instruction as it engaged and motivated students, which enhance their academic achievement.