Effects of Polya’s Problem-Solving, 7E Learning Cycle and Lecture Methods on Physics Students’ Achievement and Retention in Delta State, Nigeria

This study looked at how Polya’s problem-solving approach to teaching affected the academic achievement of Physics students in Delta State secondary schools. This study was guided by four research questions and four hypotheses. The pretest, posttest, quasi-experimental design was utilized in this study. Three hundred and eighteen (318) SS II Physics students was the sample size. Three experts validated the Physics Achievement Test (PAT) before it was utilized for data collection. Mean, standard deviation, independent sample t-test and Analysis of covariance (ANCOVA) were used to analyze the acquired data. The result showed that (i) there is a significant differences in the average achievement scores among students instructed with the Polya’s problem-solving teaching strategy, 7E learning cycle instruction strategy and lecture method in favor of the Polya’s problem-solving teaching strategy; (ii) there is no noteworthy diversity in the average achievement scores of male and female students instructed physics using Polya’s problem-solving teaching strategy; (iii) there is no noteworthy diversity in the average achievement scores of male and female students instructed physics using 7E learning cycle teaching strategy and (iv) there is no significant interaction effect of method and sex on Physics students’ achievement. It was therefore concluded that Polya’s problem-solving instructional strategy is more effective followed by the 7E learning cycle instructional strategy in enhancing Physics students’ achievement than the lecture method. Arising from the findings, it is recommended that Physics teachers should adopt the use of Polya’s problem-solving instructional strategy in teaching Physics in senior secondary schools.