The study examined the effect of Kolawole’s Problem Solving (KPS) on the academic performance of senior secondary school students in Biology in Ondo State, Nigeria. This study adopted a pre-test, post-test, control group quasi experimental design. The population of the study comprised all S.S.S. 2 students offering Biology in all the public secondary schools in Ondo State, Nigeria. The sample consisted of class intact size (students offering Biology) drawn from 4 public secondary schools in Ondo State. The sample was selected using multistage sampling procedure. Achievement Test in Biology (ATB) was used for collecting the data for the study. Initially, 70 test items were prepared on the selected concepts but later reduced to 40 test items. The test was given to experts in test and measurement, and amendments were made according to their suggestions. Internal consistency method was used to determine the reliability of the instrument while the data collected were analysed using Cronbach Alpha which yielded reliability co-efficient value of 0.84. The data collected through the instruments were analysed using descriptive and inferential statistics. The findings of the study revealed that the use of Kolawole’s Problem Solving (KPS) strategy positively enhance students’ academic performance in Biology than the conventional strategy. The study further revealed that Kolawole’s Problem Solving (KPS) strategy is not location biased. It was recommended among others that authors of Biology textbooks should adopt Kolawole’s Problem-Solving (KPS) strategy five steps in developing all chapters of their book.

Keywords: Kolawole’s Problem Solving (KPS), Academic Performance, Biology,

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