Managing Problem-Based Learning Strategies for Enhancing Students’ Academic Performance and Retention in Senior Secondary Schools in Port Harcourt Metropolis

Abstract

This paper advocates for the strategic adoption and management of Problem-Based Learning (PBL) as a viable instructional approach for enhancing academic performance and retention among senior secondary school students in Port Harcourt Metropolis, Rivers State. The authors argue that traditional teacher-centered methods have contributed significantly to persistent underachievement and shallow retention of concepts, particularly in science subjects. Drawing from Robert Gagné’s Hierarchical Theory of Learning and grounded in constructivist principles, this paper asserts that PBL—when deliberately managed through structured, real-life problems, hands-on activities, and collaborative group tasks—cultivates deeper understanding, critical reasoning, and long-term retention. It emphasizes that the effective implementation of PBL demands deliberate instructional planning, curriculum alignment, and teacher professional development. The paper calls on school administrators, curriculum planners, and policymakers to embrace and institutionalize PBL as a sustainable teaching model that aligns with 21st-century educational demands. The position is reinforced with theoretical insights, contextual challenges, and strategic recommendations aimed at transforming the teaching-learning process in Nigerian secondary schools.