This study investigated the effect of context-based instructional approaches on students' problem-solving skills using quasi-experimental design. A total of 166 eleventh grade students participated in the study. Data were collected using problemsolving skill test. A REACT (Relating, Experiencing, Applying, Cooperating and Transferring) strategy of context-based instruction and traditional instruction integrated with the REACT strategy of context-based instruction were used to teach treatment group I and treatment group II students, respectively while the traditional method was used in the comparison group. The result shows the existence of mean differences between the groups in favor of the treatment groups. But this difference was not statistically significant. Therefore, the traditional problem-solving strategies did not have a significant impact on students' problems solving skills although active learning strategies were used. Hence, we suggest the concomitant use of active learning method(s) and more recent problem-solving strategies. On the other hand, the gender gap was not that much significant in the treatment groups and hence, the approaches can work for both genders.

The purpose of this study was to determine the level of conceptions reached by students' who learnt the concepts of voltage and resistance with the conventional direct instruction. To answer the research questions, descriptive non-experimental research design was used. A two tier test on the concepts of voltage and resistance was administered to 49 physics and chemistry major first year students in Medda Walabu University, Ethiopia. Students' responses to the five items were qualitatively compared to those found in literature for secondary school and university students. The result showed that the conception of students formed at school level about voltage and resistance were not that much affected even by learning the same concepts at advanced levels and with mathematical rigor at university. Besides, the analysis revealed that students hold multiple opposing ideas regarding the same concept, which contradicts the classical conceptual change perspective. Further, the average conception level reached by the students after learning university level physics courses was "partial understanding". Therefore, attending advanced but traditional course would not enhance students' conceptual understanding. Hence, teachers should have to investigate students' conceptions, as a first step, to subsequently design and implement appropriate instructional interventions.