EFFECT OF GREPSOM AND MEPSOM PROBLEM-SOLVING MODELS ON SENIOR SECONDARY SCHOOLS STUDENTS’ ACHIEVEMENT IN SCIENCE TECHNOLOGY AND MATHEMATICS(STEM) IN ABUJA

Abstract

This study investigated the effects of Grepsom and Mepsom problem-solving models on senior secondary school students’ achievement in STEM in Abuja. Quasi-experimental, pre-test, posttest, non-randomized control group design was adopted for the study. The population consists of 2,178 senior secondary two (SS2) students. The sample was 241 students which were purposively selected to participate in the study. Two research questions and corresponding hypotheses guided the study. STEM Problem-solving Achievement Test (STEMPAT) was the instrument used to collect data for the study. The STEMMPAT was validated and have a reliability index of 0.83 using the test-retest technique and Kuder-Rickardson formula 20(K-R20). The collected data was analysed using mean and standard deviation for the research questions and T-test for the research hypotheses at 0.05 level of significance. The findings of the study show that Grepsom and Mepsom problem-solving models enhance students’ achievement in STEM significantly without any bias on gender. Hence it was recommended that mathematics teachers should use Grepsom and Mepsom problem-solving models in teaching mathematics for ensuring global security and sustainable development in Nigeria.