EFFECTS OF INSTRUCTIONAL STRATEGIES ON ACADEMIC ACHIEVEMENT IN A HIGH SCHOOL GENERAL SCIENCE CLASS
DR. MUHAMMAD NAFEES, GHULAM FAROOQ, SHAHEEN ASHRAF TAHIRKHELI, MUHAMMAD AKHTAR

Abstract
Problem-based instructional strategy provides real-world, purposeful interactions to help students learn how to work with and learn from a diverse group of people laterally and horizontally within a learning community. In this study, General Science students were compared regarding their academic achievement in a three month term by giving them problem-based instructional treatment. One of these groups attended a traditional lecture-based instructional strategy based on conventional lecture, while the other attended a problem-based instructional strategy. Both groups were administered through a test to evaluate academic achievement of the students. The problem-based group reported a significantly higher level of academic achievement than the traditional lecture-based group. Statistically, there were significant differences between the two groups regarding their academic achievement.

Full Text: PDF