Effect of Problem Solving Method on Learning of Periodic Table by Using Game Instruction

Abstract

The purpose of study was to investigate the effect of problem solving
method on learning of periodic table by using game instruction. Study
objectives were (i) to determine the effect of game instructions on
student’s problem solving skills; (ii) to investigate the effect of game
instructional approach on student’s academic achievements: (iii) to
compare the mean score of high achiever students and low achiever
students taught by game instruction approach. Design of the study was
pretest posttest equivalent group design and study was experimental in
nature. Population of the study was comprised of the entire Government
Girls’ High Schools grade-IX chemistry students of District Nowshera.
Sample of the study was 40 students of a Government Girls’ High School,
District Nowshera. Twenty students were assigned to each control group
and experimental group on the basis of pre-test through paired random
sampling technique. Duration of treatment was 2 weeks. Data were
collected personally by the researcher. Analysis of data was done through
mean, SD and t-test. The following suggestions and recommendations
were made on the basis of findings. The results clearly show that the
verities of teaching approach such as use of educational games in teaching
and learning process can help to improve student achievement in learning
of periodic table, moreover, use of educational games in chemistry
classroom during teaching learning process enhance student interest
toward chemistry. This study was significant for teachers, students and
curriculum development.