TABLE OF CONTENTS.
CHAPTER
ONE
-*++INTRODUCTION
Background to the Study
Statement
of the Problem
Purpose
of the Study
Research
Questions
Research
Hypothesis
Significant
of the Study
Scope
of the Study
CHAPTER
TWO
LITERATURE REVIEW
Introduction
The
Functions of Language
English
Language in Nigeria
The
Roles of English Language in Nigeria
Problem
based Learning Method/Model
Representation
of the Problem
Problem
Solving Cycle
Some
Problem-Solving Strategies
A
General Strategy for Problem Solving
Appraisal
of the Literature Reviewed
CHAPTER THREE
RESEARCH
METHODOLOGY
Population
of the Study
Sample
and Sampling Techniques
Research Instrument (s)
Validity
and Reliability of the Study
Procedure
for Data Collection
Methods
of Data Analysis
CHAPTER FOUR
DATA ANALYSES AND RESULTS
CHAPTER FIVE
DISCUSSION,
CONCLUSIONS AND RECOMMENDATIONS
Discussion of the Findings
Conclusions
Recommendations
Suggestions for Further Studies
REFERENCES
APPENDIX
CHAPTER
ONE
INTRODUCTION
Background to the Study
Problem solving permeates
every comer of human activity and is a common denominator of widely disparate
fields such as the sciences; law; education; business; sports; medicine,
industry; literature ; and as if there weren’t enough problem solving activity in
our professional and vocational lives, many form of recreation. Human, apes,
and many other mammals are curious types who, for reason seemingly related to
survive, seek stimulation and resolve conflict through a lifetime of creative,
intelligent problem solving. A problem is a situation which is experienced by
an agent as different from the situation which the agent ideally would like to
be in. A problem is solved by a sequence of actions that reduce the different
between the initial situation and the goal (F. Heylighen, 1998).
Problem solving is
“thinking that is directed toward the solving of a specific problem that
involves both the formation of responses and the selection among possible
responses.” We encounter an untold number of problems in our daily lives that
cause us to form response strategies, to select potential responses, and to
test responses in solving a problem.
This could be useful if
you are seeking the help of another person in dealing with problem. The spoken
words and gestures are an oral and body language model of the problem. You
might represent a problem using pencil and paper. You could do this to
communicate with another person or with yourself. Writing and drawing are power
fluids to memory. You probably keep an address book or address list of the
names, addresses, and the phone numbers of your friends. Perhaps it contains
additional information such as email addresses, birthday, names of your
friends’ children and so on. You have learned that an address book is more
reliable than your memory. As a conclusion there are still other ways and many
ways to represent problems. The work of the Gestalt psychologists focused on
the nature of a task and its influence on a person’s ability to solve it.
Recent scholars have attacked the question of problem solving from several
different perspectives, including what modern cognitive psychologists call the
process of representation, or how a problem is depicted in the mind. The way
information is represented in solving a problem seems to follow a well ordered
pattern. The stereotypical sequence of problem solving, as suggested by Hayes
(1998) are involved cognitive action like Identifying the problem,
representation of the problem, planning the solution, execute the plan,
evaluate the plan and evaluate the solution. Other representations, such as
through writing and mathematics, are useful because they are a supplement to
your brain.
Written representations
of problems facilitate sharing with yourself and others over time and distance.
However, a written model is not as easily changed as a mental model. Your
written word has a permanency that is desirable in some situations, but is a
difficulty in others. You cannot merely “think” a change Erasing is messy. And,
if you happen to be writing with a ballpoint pen, erasing is nearly impossible.
When a problem is represented with a computer, we call this a computer model or
a computer representation of the problem. For some problems, a computer model
has some of the same characteristics as mental mode]. Some computers are easy
to change and allow easy exploration of alternatives. For example, consider a
document that is represented as a word processor file. It may be easier to
revise this document than appear and pencils version of the document. A computer
can assist in spell checking and can be used to produce a nicely formatted
final product. In the representation of problems, computers are useful in some
cases and not at all useful in others. For example, a computer can easily
present data in a variety of graphical formats, such as line graph, bar graph,
or in the form of graphs of two and three dimensional mathematical functions.
But a computer may not be a good substitute for the doodling and similar types
of graphical memory mapping activities that many people use when attacking
problems. Suppose that one’s mental representation of a problem is in terms of
analogy and metaphor. Research that delved into the inner workings of the minds
of successful researchers and inventors suggests this is common and perhaps
necessary. A computer may be of little use in manipulating such a mental
representation.
Statement
of the Problem
There are many different
ways to represent a problem. A problem can be represented mentally (in your own
mind), orally, in writing, on a computer, and so on. Each type of
representation has certain advantages and disadvantages. From a personal or
ownership point of view, you first become aware of a problem situation in your
mind and body. You sense or feel that something is not the way you want it to
be. You form a mental representation, a mental model, of the problem. This
mental model may include images, sounds or feelings. You can carry on a
conversation with yourself- inside your head-about the problem. Mental
representations of problems are essential. You create and use them whenever you
work on a problem. But, problems can be represented in other ways; for example,
you might represent a problem with spoken words and gestures. It is against
this backdrop that the researcher wish to investigate the effects of
problem-solving method in academic performance in English language in primary
schools in Oke Ero LGA of Kwara State.
Purpose
of the Study
The
general purpose of the study is to determine the effects of problem-solving method
in academic performance in English language, while (in primary schools in
Oke-Ero LGA, Kwara State). Specifically, the study sought to find out;
1.
The extent to which gender influences the
academic performance and those taught with conventional method.
2.
The interaction effect of treatment and gender
on pupils post test measurement in English language performance.
Research
Questions
The following null
hypotheses were formulated to guide the study:
1.
What is the difference in the achievement mean
scores of pupils in experimental and control groups before
treatment?
2.
What is the difference in mean academic
performance of the students taught English Language with Problem-Solving
teaching strategy and conventional method?
3.
What is the difference in the mean academic
performance of male and female pupils taught English Language with
Problems-Solving teaching strategy?
Research
Hypothesis
The
following null hypotheses were formulated to guide the study:
1.
There is no significant difference in the
achievement mean scores of students in experimental and control groups before
treatment.
2.
There is no significant difference in mean
academic performance of the students taught English language with
problem-solving teaching method and conventional method.
3.
There is no significant difference in the mean
academic performance of male and female students taught English language with
problem-solving teaching method.
Significant
of the Study
Evidence
of poor performance in English language is the motive behind the present study,
which seeks to examine the effect of problem-solving method on the English
language achievement of poor achieving pupils in primary schools. A solid
background in English language at the primary school level is very important.
Findings of the study would be of immense benefit to primary school teachers,
as they will be sensitized to a new method for teaching (the English language).
In summary, both the study and its results are of importance to the school and
all people concerned with the education of children at primary and secondary
school levels.
Scope
of the Study
Due
to time and financial constraint, the study is limited to only the primary
schools in Oke-Ero Local Government Area of Kwara State.
Operational
Definition of Terms
Effect:
According to Oxford learner’s dictionary. “Effect” is a change which is a
result or consequence of an action or other cause.
Problem:
An ongoing problem, problems with the staff mystery an event or situation that
is difficult to fully understand or explain, or a person about whom little is
known; the key to understanding the mysteries of the universe.
Problem-solving:
Is a process which focuses on knowing the issues, considering all possible
factors that led to finding a solution. Is the analysis and solution of tasks
and situations that are somewhat complex or ambiguous and that pose
difficulties, inconsistencies obstacles of some kind.
Method:
Way of doing something, a way of doing or carrying something out especially
according to a plan.
Performance:
Is the act of rating how well somebody does something or how something works.
Kwara
State: State is an organized community controlled by one
government. Therefore, Kwara State is a place where people of different ethnic
group and languages lives and are governed by a government which comprises of
many Local Governments Area. One of the 36 States in Nigeria located in the
North Central.
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