Effects of Problem Based Learning on Students’ Achievement and Attitude Towards Physics (Mechanics): The Case of Gilgel Beles College of Teachers Education
Science Journal of Education
Volume 8, Issue 3, June 2020, Pages: 71-81
Received: Jun. 8, 2020;
Accepted: Jun. 22, 2020;
Published: Jul. 28, 2020
Views 25 Downloads 20
Semeneh Bedemo, Department of Physics Education, Gilgel Beles College of Teacher’s Education, Benishangul Gumuz, Ethiopia
Problem based learning as a preferred teaching method was tested and proved as stated in the result section of this research. The objective of this study was to determine the effects of problem-based learning (PBL) on students’ academic achievement and attitude towards Mechanics (Physics). The study was conducted at Gilgel Beles College of Teachers Education (GBCTE) on first year physics students. From 150 physics students 60 students were taken using systematic random sampling. In the study, data were obtained through, the use of pre-test post-test, experimental (N = 30) - control (N = 30) group model. Two types of instruments were used for measurement: achievement tests, and survey method using five Likert scale questionnaires to know students’ attitude towards mechanics and PBL. Pilot study was carried out on 15 students of the same background but not in the sample group to test the reliability of the questionnaire items and achievement test items. The calculated Cronbach alpha coefficient was 0.80 and 0.79, respectively. The data obtained from both groups were analyzed using SPSS window 16.0. Descriptive statistics mean and standard deviation were used to describe students’ achievement test scores and their questionnaire responses. Meanwhile, independent samples t-test was used to see significance difference between experimental and control group in academic achievement and attitude towards mechanics. The experimental group was taught mechanics using PBL while conventional teaching method was applied for control group. Frequency distribution was used to know students’ attitude towards PBL. Results in tables 5 and 8 indicated that implementing problem-based learning approach improved 8.76% of students’ academic achievement and 3.56% of attitude towards Mechanics. Students developed positive attitude towards problem-based learning, their academic achievement and attitude towards mechanics were positively correlated. At college level teachers are encouraged to implement problem-based learning method in teaching science concepts, especially physics.
Effects of Problem Based Learning on Students’ Achievement and Attitude Towards Physics (Mechanics): The Case of Gilgel Beles College of Teachers Education, Science Journal of Education.
Vol. 8, No. 3,
2020, pp. 71-81.
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Ruhan, O. T., 2007. The Effect of Problem- Based active Learning in Science Education on Students’ Academic Achievement, Attitude and Concept Learning. Eurasia Journal of Mathematics, Science and Technology Education, 3 (1): 71-81.
Okereke, S. C., 2006. Effect of prior knowledge of implementing of mathematical tasks/concepts to career types and gender on students' achievement, interest and retention. In U. Nzewi (Ed) STAN Proceedings of the 47th Annual Conference: 253-259.
Chin, C., and L. Chia, 2004. Implementing project work in biology through problem-based learning. Journal of Biological Education, 38 (2): 69–75.
Walker, J. T., and S. P. Lofton, 2003. Effect of Problem Based Learning Curriculum on Students’ Perceptions of Self-directed Learning. Issues in Educational Research, 13, University of Mississipi Medical Centre.
Dewey, J., 1938. Experience and education A Touchstone Book, Kappa Delta Pi, New York. 5.
Rhem, J., 1999. Problem Based Learning: An Introduction. The national Teaching and Learning Forum, 8, 1, Orxy Press USA.
Herreid, C. F., 2003. The Death of Problem Based Learning. Journal of College Science Teaching, 32, 6.
Gallagher, S. A., 1997. Problem-Based Learning: Where did it come from, what does it do, and where is it going? Journal for the education of the Gifted, 20 (4): 332-362.
Lambros, A., 2002. Problem Based Learning in K-8 Classroom: A Teacher Guide to Implementation. California. Corvin Press Inc.
Yager, R. E., 2000. A vision for what science education should be like for the first 25 years of a new millennium. School Science and Mathematics, 100: 327-341.
Iroegbu, T. O., 2004. Enwisdomization and African philosophy.
Akinlaye, F. A., 1998. Teacher-guided inquiry, guided-discussion and students’ learning outcomes in some aspects of social studies. Unpublished PhD Thesis University of Ibadan, Ibadan.
Craker, D. E., 2006. Attitudes toward science of students enrolled in introductory level science courses at UW-La Crosse, UW-L Journal of Undergraduate Research IX, 1.
Udousoro, U. J., 2002. The relative effects of computer and text-assisted programmed instruction on students’ learning outcomes in physics. Unpublished Ph.D Thesis, University of Ibadan.
Gallagher, S., W. Stepien, B. Sher, and D. Workman, 1999. Implementing problem-based learning in science classrooms. School Science and Mathematics, 95: 136-146.
Ali, R., 2010. Effect of Using Problem Solving Method in Teaching Mathematics. Asian.
Chin, C., and L. G. Chia, 2004. Problem-based learning: Using students’ questions to drive knowledge construction. Science Education, 88 (5): 707–727.