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Effectiveness of Problem-Centered Learning in Enhancing Senior High School Students' Achievements in Genetics

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Title: Effectiveness of Problem-Centered Learning in Enhancing Senior High School Students' Achievements in Genetics
Language: English
Authors: Isaac Akatamug Abugri (ORCID 0009-0007-9212-2265), Kofi Acheaw Owusu (ORCID 0000-0001-6842-9354)
Source: Electronic Journal for Research in Science & Mathematics Education. 2025 29(2):21-32.
Availability: International Consortium for Research in Science & Mathematics Education. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Problem Solving, High School Students, Genetics, Science Instruction, 21st Century Skills, Program Effectiveness, Teaching Methods, Conventional Instruction, Scientific Concepts, Biology, Concept Formation, Models, Foreign Countries
Geographic Terms: Ghana
ISSN: 2692-241X
Abstract: The 21st-century skills seek to develop learners who will be problem solvers in society. This paradigm shift requires the use of learner-centered strategies that emphasize collaborative problem-solving. To explore the effectiveness of such approaches, this study sought to determine how effective Wheatley's problem-centered approach would be in the attainment of learning outcomes of students in genetics by comparing it to the conventional teaching approach. Using an embedded mixed-methods design, an intact class was selected randomly from two schools. The pre-test-post-test non-equivalent group design was used to obtain quantitative data, while interviews were used to obtain qualitative data. The students in the experimental group learned biology concepts using the Wheatley model while those in the control group were taught the same concepts through the conventional teaching approach. Students in the experimental group performed better on the post-test than those in the control group. The performance of the low achievers within the experimental group also improved. Students expressed an overall positive attitude toward the use of the Wheatley model as an instructional strategy. It was therefore recommended that biology teachers should employ the Wheatley model in the teaching and learning of biology at the Senior High School level.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1480514
Database: ERIC
FullText Text:
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  Data: Effectiveness of Problem-Centered Learning in Enhancing Senior High School Students' Achievements in Genetics
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  Data: <searchLink fieldCode="AR" term="%22Isaac+Akatamug+Abugri%22">Isaac Akatamug Abugri</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-9212-2265">0009-0007-9212-2265</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kofi+Acheaw+Owusu%22">Kofi Acheaw Owusu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6842-9354">0000-0001-6842-9354</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Electronic+Journal+for+Research+in+Science+%26+Mathematics+Education%22"><i>Electronic Journal for Research in Science & Mathematics Education</i></searchLink>. 2025 29(2):21-32.
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  Data: International Consortium for Research in Science & Mathematics Education. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com
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  Data: 12
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink>
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  Data: The 21st-century skills seek to develop learners who will be problem solvers in society. This paradigm shift requires the use of learner-centered strategies that emphasize collaborative problem-solving. To explore the effectiveness of such approaches, this study sought to determine how effective Wheatley's problem-centered approach would be in the attainment of learning outcomes of students in genetics by comparing it to the conventional teaching approach. Using an embedded mixed-methods design, an intact class was selected randomly from two schools. The pre-test-post-test non-equivalent group design was used to obtain quantitative data, while interviews were used to obtain qualitative data. The students in the experimental group learned biology concepts using the Wheatley model while those in the control group were taught the same concepts through the conventional teaching approach. Students in the experimental group performed better on the post-test than those in the control group. The performance of the low achievers within the experimental group also improved. Students expressed an overall positive attitude toward the use of the Wheatley model as an instructional strategy. It was therefore recommended that biology teachers should employ the Wheatley model in the teaching and learning of biology at the Senior High School level.
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      – Text: English
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      – SubjectFull: Genetics
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      – SubjectFull: 21st Century Skills
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