This work focused on the impact of Problem Based Learning on students’ interest and achievement in mechanics in Federal Capital Territory, Abuja. Two research questions were raised, and two null hypotheses were formulated with the adoption of the Quasi-experimental pretest posttest research design. The study was carried out in two purposively selected coeducational secondary schools in the Federal Capital Territory, Abuja. A sample size of 150 physics students from two randomly selected intact classes in the sample was used. The instruments for data collection were the Physics Achievement Test (PAT) and the Physics Interest Questionnaire (PIQ) with the reliability coefficient of 0.72 and 0.70 respectively. Descriptive statistics were used to answer the research questions while the Analysis of Covariance (ANCOVA) and the Mann Whitney U test were used to test the null hypotheses. The results showed that there was significant difference between the mean achievement scores of experimental group and control group. There was also a significant difference between the mean interest scores of the experimental group and the control group. The research concluded that using Problem-based Learning strategy makes students learn better about Physics and it makes them active in the classroom to achieve stated objectives due to its learner centered attribute. Therefore, the strategy has positive impact on students’ achievement as well as their interest in mechanics.
Abinokhauno et al. (Fri,) studied this question.