Abstract
The study investigated the influence of responsibility and gender on problem-solving. Eighty (80) final – year students of the Institute of Ecumenical Education, Enugu participated in the study. Participants were volunteers within the age range of 22 and 28 years with a mean age of 25 years. The instrument for data collection was the Eysenck General Intelligence Test – 4 (EGIT – 4) developed by Eysenck (1981) and which was modified for use in Nigeria by Ihekuna (1991). Two hypotheses were tested. Hypothesis one states that there will be no statistically significant difference in problem-solving between responsible and non-responsible participants, and hypothesis two states the there will be no statistically significant gender differences in problem solving. Data analysis using 2 – way analysis of variance (ANOVA)indicate non-significant main effects of responsibility and gender on problem solving. Results also indicate non-significant interaction of responsibility and gender on problem solving. The results were discussed in terms of their relevance to optimum intellectual development and gender equality.
