Abstract
This study was aimed at determining the effect of the problem- solving strategy in teaching chemistry on students?EUR(TM) performance in senior secondary schools. A quasi-experimental pre-test and post-test control group design was used. Multi-stage sampling technique was used to select two schools and eighty (80) SS2 students as the study sample. Chemistry problem-solving ability test (CPSAT) was designed to check the students?EUR(TM) performance when exposed to problem-solving strategy, the reliability of the instrument was obtained using test re-test method and yielded a reliability index of r=0.84. Data collected were analysed using descriptive statistics to answer the research questions and t-test at 0.05 level of significance to test the null hypotheses. The result shows a significant difference in the performance of student taught using problem-solving strategy and students taught using the traditional method. It was recommended that chemistry teachers should be encouraged to use problem- solving strategy as a method of instruction in secondary schools in Gombe State.