GASPRO International Journal of Eminent Scholars

This study investigated the effect of the Selvaratnam-Frazer Problem-Solving Model on secondary school students' performance in chemistry quantitative problems in Uyo, South-South Nigeria. The objectives of the study determined the effectiveness of this model compared to traditional teaching methods and to evaluate students' perceptions of its utility in enhancing their problem-solving skills. The research hypotheses tested included whether the Selvaratnam-Frazer model would significantly improve students' post-test scores and whether students exposed to this model would perform better than those taught through traditional methods. A quasi-experimental design was adopted, involving 300 students from four secondary schools, divided into experimental and control groups. The experimental group was taught using the Selvaratnam-Frazer model, while the control group received traditional instruction. Data obtained were collected through pre-tests, post-tests, and a student perception questionnaire. Statistically the paired t-test shows a significant difference between the pre-test and post-test scores in the experimental group (p < 0.05), indicating that the Selvaratnam-Frazer Problem-Solving Model significantly improved student performance. The independent t-test indicates a significant difference in post-test scores between the experimental and control groups (p < 0.05), suggesting that the Selvaratnam-Frazer Problem-Solving Model was more effective than traditional methods. The ANCOVA results show that even after controlling for pre-test scores, the group effect (whether the student was in the experimental or control group) is significant (p < 0.05), reinforcing the effectiveness of the Selvaratnam-Frazer Model. The mean scores suggest a generally positive perception of the Selvaratnam-Frazer Problem-Solving Model, with most students agreeing that it improved their understanding and problem-solving skills in chemistry. The Chi-Square test shows that there is a significant association between students' perceptions of the model and their improvement in understanding (p < 0.05). The study concludes that the Selvaratnam-Frazer Problem-Solving Model is an effective instructional approach that significantly improves students' performance in chemistry quantitative problems. It is recommended that this model be integrated into the chemistry curriculum to enhance problem-solving skills and overall student achievement in science subjects.

KEYWORDS: Selvaratnam-Frazer, Problem-Solving Model, Secondary School, Students' Performance, Chemistry, Quantitative Problems, South-South Nigeria