ABSTRACT

The study examined the effect of problem-solving and demonstration instructional strategies on the academic achievement and retention in Physics of senior secondary two students in Akwa Ibom State. Eight research questions were raised and eight null hypothesis were formulated for the study. The study adopted quasi-experimental research design using pretestpost-test nonrandomized control group design. A sample size of 154 SS2 Physics students was drawn from three public secondary schools based on purpose sampling techniques. The instrument used for data collection for this study was Physics Achievements Test on Projectile Motion (PATPM). Face validation of the instrument was established by five experts made up of two experienced physics lectures and three experts in Measurement and Evaluation, all from Michael Okpara University of Agriculture LUmudike. An estimate of internal consistency of 0.89 was obtained using Kuder Richardson 20 formular (KR-20). The date collected through the administration of the instrument were analyzed using and standard deviation to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypothesis at 0.05 level of significance. The study revealed among others that: Exposure of students to problem-solving and demonstration instructional strategies significantly improved their achievement in Physics and demonstration instructional strategy produced higher achievement score than the problem-solving method; The mean retention score of students taught using demonstration method was significantly more than those taught using problemsolving method which also differed significantly from those taught using lecture method: there was no significant difference between the mean achievement scores of male and female students in Physics taught using Problem-solving and demonstration strategies respectively. Both male and female students equally retained the achievement gains recorded from exposure to problem-solving and demonstration instructional strategies. It was therefore recommended among others that demonstration method should be used more \\. tth prob!em-soh ing instructional strategy in teaching physics than the lecture method.