ABSTRACT

This study investigated the effects of five phases’ constructivist instructional model (5PCIM) and problem solving instructional strategy (PSIS) on students’ interest and achievement in physics in Imo State. Six research questions were asked and eight hypotheses were formulated that gave this study a sense of direction. The literature review was organized under conceptual framework, theoretical framework and empirical studies. This study adopted quasi experimental non-equivalent control group design. The population for the study was 18,247 physics students in the government owned coeducational secondary schools in Imo state were used for the study. The sample of the study was 246 SSII physics students was drawn through multistage sampling technique. Two instruments Physics Achievement Test (PAT) and Physics Interest Inventory (PII) were used and validated by experts. The reliability coefficients obtained for the PAT and the PII were 0.71 and 0.81 using Kuder Richardson and Chronbach alpha procedure respectively. Data obtained from this study were analyzed. Mean and standard deviation scores were used to answer the six research questions while the eight hypotheses were tested at P<0.05 level of significance using Analysis of Covariance (ANCOVA). The result showed that students taught using 5PCIM and PSIS obtained mean achievement score and mean interest score in physics higher than those taught using Constructivist Instructional Model (CIM). Gender did not influence significantly on mean achievement score and mean interest score of students taught using both 5PCIM and PSIS. Furthermore, the result revealed no significant interaction effect of gender and treatment on mean achievement score and mean interest score of students taught using both strategies. Therefore, this study recommended adequate training for teachers on the use of 5PCIM and PSIS which should be adopted in Nigerian secondary schools. It is effective in teaching and learning using 5PCIM and PSIS because both strategies promote the acquisition of scientific skills, technological skills and even entrepreneurial skills.