ISSN 2320-5407 International Journal of Advanced Research (2016), Volume 4, Issue 7, 369-375 369 Journal homepage: http://www.journalijar.com INTERNATIONAL JOURNAL Journal DOI: 10.21474/IJAR01 OF ADVANCED RESEARCH RESEARCH ARTICLE The effects of usage of sequential instructional strategies on students’ problem-solving ability in selected chemistry concepts. Gongden ephraim joel Ph.D and delmang tabitha kamji. Department of science and technology, education, University of jos, p. M. B 2084, jos – plateau state, Nigeria. Manuscript Info Abstract Manuscript History: Received: 18 May 2016 Final Accepted: 19 June 2016 Published Online: July 2016 Key words: Teaching strategies, Sequence, Problem-solving, Mole, Electrolysis, Analogy *Corresponding Author Gongden ephraim joel Ph.D. The objective of this study was to determine the effects of sequential use of teaching strategies on chemistry students’ problem solving ability in tasks involving mole and electrolysis. It sought to find out whether the time of usage of each of three strategies during a lesson matters. The three strategies were: lecture, analogy and discussion method. The design was pretest- posttest experimental design. Sixty senior secondary two chemistry students were randomly selected from three schools, pretested and grouped into three. The first group was taught the mole concept and electrolysis in the sequence: lecture method, analogy and discussion. The second: analogy, discussion and lecture while the third group: discussion, lecture and analogy. The effectiveness of the different sequence of presentation was measured using chemistry problem solving test (CPST). Data obtained were analyzed using one way ANOVA. Results obtained showed that there was no significant difference in the pre-test means scores of the groups. However, there was a significant difference in the post-test mean scores of the three groups. The students in group one who were taught with lecture, analogy and discussion in that sequence, performed better than group two who also performed better than group three. The sequence of presentation affected their problem solving ability. The order in which the three instructional strategies were used during teaching was important. The study recommends the use of student-centered strategies in close succession to one another without interruption when teaching students problem solving in mole and electrolysis. Copy Right, IJAR, 2016,. All rights reserved. Introduction:- The ability of students to solve problems irrespective of their sex is instrumental to successful chemistry learning. Problem-solving has been defined variously to mean many things to many people (Danjuma, 2005). Blosser (1998) pointed out that it includes attitude or a predisposition toward inquiry as well as the actual processes by which individuals attempt to gain knowledge. Similarly, Olajengbesi and Aluko (2000) defined it as a cognitive learning strategy which has to do with the bridging of gap between problem state and solution state. Generally, problem solving can be said to be a form of discovery learning that bridges the gap between students’ existing knowledge and the solution to a problem. This will involve accepting the challenge to get involved and to strive towards a solution. Problem solving involves finding a solution path that leads from the initial problem state to the goal state in which case it is an information-processing framework (Heyworth, 1989). It can therefore be said to be a goal-directed sequence of cognitive operations which a person decides to use leading from instruction in a question to the answer. Most instructions in science aim at achieving goals among which are the ability to solve problems. There is therefore the need to help students develop problem solving skills to enable them acquire a deeper understanding of a course material that can help them apply it to other disciplines and life situations in general. Problem solving has been an