International Journal of Academic Research in Progressive Education and Development January 2012, Vol. 1, No. 1 ISSN: 2226-6348 167 www.hrmars.com Improving Students’ Performance and Attitude towards Chemistry through Problem-Based-Solving Techniques (PBST) Festus, C. Department of Chemistry, Rivers State University of Education, Port-Harcourt e-mail: festchi@yahoo.com O. A. Ekpete Department of Chemistry, Rivers State University of Education, Port-Harcourt Abstract This study aimed at investigating the influence of PBST on students’ performance and attitude towards Chemistry was designed to further clarify the claim by several authors that methods of instruction could change students positively towards Chemistry. The subjects of this study was 98 senior secondary school two (aged 14-16 years) students enrolled to gas laws course in all the public schools in Obio/Akpor Local Government Area of Rivers State. Two different classes assigned experimental and control groups were used. Therefore, the effect of PBST on students’ performance and attitude toward chemistry was investigated. The findings of this study had further established the fact that acceptable methods of instruction are capable of changing students’ performance and attitude towards chemistry and recommendations were made based on the results obtained. Keywords: PBST, Performance, Attitude, Chemistry and Students Introduction Science and technology have become the hallmark for sustainable development in any national economy, but cannot strive ahead without chemistry. The developed countries forged ahead by recognizing the relevance of chemistry in their national economy. Research evidences have proved that chemistry’s contribution to quality of life and nation building are worthwhile in all aspects. It was based on this that the Federal Government through her national policy on education made chemistry a compulsory science subject at the secondary school level (NPE, 1984, 2004). There have been researchers such as Eke (2008), accepting that any nation aspiring to be scientifically and technologically developed must have adequate level of chemistry education. These lead chemists in 2008 to declare “what on earth is not chemistry”. However, there have not been remarkable improvements in the interest of students toward chemistry, mostly in problem solving. This is evidenced in the level of students’ per formance in