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<p>Problem-solving is a fundamental learning outcome and a key 21<sup>st</sup> -century competency, yet research on its role in biology education remains limited. This study examined the impact of paper-based problem scenarios on students’ academic performance and problem-solving abilities using a concurrent embedded mixed-methods design. Data were analyzed through thematic qualitative analysis and one-way analysis of covariance (ANCOVA). Results showed that the intervention group performed significantly better than the control group on both the academic achievement post-test (F(1, 79) = 11.861, <i>p</i> = 0.001) and the problem-solving abilities test (F(1, 79) = 20, <i>p</i> &lt; 0.001), with no significant gender differences observed. Qualitative data further revealed that students viewed PBPS (paper-based problem scenarios) as effective in enhancing their problem-solving skills. Overall, the findings suggest that integrating PBPS into biology instruction improves students’ academic outcomes and cognitive skills, highlighting the value of such approaches in supporting meaningful science learning regardless of gender.</p>

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Effects of paper-based problem scenarios on high school biological problem-solving skills and academic achievement

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月12日

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  • Kiros Tareke Nigussie,
  • Bizuayehu Kerisew Semahagn,
  • Baye Sitotaw Mersha,
  • Alemayehu Bishaw Tamiru

摘要

Problem-solving is a fundamental learning outcome and a key 21st -century competency, yet research on its role in biology education remains limited. This study examined the impact of paper-based problem scenarios on students’ academic performance and problem-solving abilities using a concurrent embedded mixed-methods design. Data were analyzed through thematic qualitative analysis and one-way analysis of covariance (ANCOVA). Results showed that the intervention group performed significantly better than the control group on both the academic achievement post-test (F(1, 79) = 11.861, p = 0.001) and the problem-solving abilities test (F(1, 79) = 20, p < 0.001), with no significant gender differences observed. Qualitative data further revealed that students viewed PBPS (paper-based problem scenarios) as effective in enhancing their problem-solving skills. Overall, the findings suggest that integrating PBPS into biology instruction improves students’ academic outcomes and cognitive skills, highlighting the value of such approaches in supporting meaningful science learning regardless of gender.