Abstract

The study investigated the effect of Problem-Based Learning Strategy on Upper Basic Education Students Interest, Achievement and Cognitive Load in Basic Science in Katsina-Ala Local Government Area. The study adopted a Quasi – experimental design of Pre-Test, Post –Test control group. The target population of the study was 682 upper Basic two Students in all the Secondary Schools in Katsina-Ala Local government Area. A sample of 101 upper Basic two (2) Basic Science Students participated in the study. Stratified Simple Random Sampling was used to select four schools while Simple Random Sampling was used to assign two intact classes each to experiment and control groups. Six (6) research questions were asked and six (6) null hypotheses were formulated to guide the study. Data were collected using three instruments titled: Basic Science Interest Inventory (BS11), Basic Science Achievement Test (BSAT) and Cognitive Load Rating Scale (CLRS). All the instruments were validated by four (4) experts. The reliability coefficient of BSII was 0.81 estimated using Cronbach Alpha, BSAT was 0.86 estimated using Kurder Richardson formula K-20 and CLRS was 0.63 estimated using Cronbach Alpha. Mean and Standard Deviation were used to answer the research questions while analysis of covalence (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The finding of study revealed among others that Students taught PBLS recorded higher interest, achievement and expanded their low cognitive load compare to their counterparts taught using lecture method. Based on the findings, it was recommended among others that teachers should adopted PBLS in teaching Basic Science to improve students’ interest, achievement and to reduce their cognitive load.