Problem-based Learning Approach and Its Effect on Student Academic Achievement in Private Secondary Schools in Rivers State
CHAPTER ONE
Objective of the study
The broad objective of this study is to examine Problem Based Learning approach and its effect on student academic achievement in private secondary schools in Rivers State. Specifically the study
- To determine if Problem Based Learning approach enhances students critical thinking skills.
- To establish if Problem Based Learning approach can lead to improved students cognitive research skill and social interaction during classroom instruction.
- To determine if Problem Based Learning approach can equip student with problem-solving skill necessary for future occurrence.
- To elucidate some factors impeding teachers effective use Problem Based Learning approach during classroom instruction.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Problem-based learning as a teaching strategy was found to have much relevance in the fields of medicine, social sciences, education, engineering, architecture, management, law, economics, administration, mathematics, natural sciences, agriculture among others (Demirel & Dağyar, 2016). According to Schwarts, Mennin, and Webb (2001), PBL was introduced in schools as a result of its efficacy in the teaching-learning processes. PBL was first introduced at McMaster University Medical School, Canada, in the late 1960s as an instructional method that was later included in the literature. By 1970s, PBL was already applied in several medical schools across the globe. Demirel and Dağyar (2016) reports that the number of schools that adapted PBL as a teaching-learning approach rises annually due to its student-centred oriented instructional approach capable of promoting students’ academic achievements. Problem-based learning was found to assisting students in conceptualizing diverse engineering fundamentals (Santos-Martin et al., 2012). In a study by Ribeiro and Mizukami (2005), PBL was found to enhance students’ capacity to finding solutions to several engineering problems. PBL also helps to build students’ attitudes in many key skill areas of problem-solving, thinking, teamwork, communication, information acquisition and information dissemination (Akınoğlu & Tandoğan, 2007). Thus, from the 20th century to this date, PBL has never lost its importance in the teaching learning process. Before now, several studies were carried out by experts and researchers in the field of education to investigate the effects of PBL on students’ academic performance (achievement and skills), teacher satisfaction and students’ attitude towards the attainment of educational objectives (Albanese & Mitchell, 1993; Leary, 2012; Walker & Leary, 2009). Today, the growth and application of PBL continues, and this trend reassures researchers to carryout numerous studies to ascertain its effectiveness in different technical and engineering subjects. Due to an increasing recognition of the importance of affective domain to students’ learning, several independent studies have been conducted by experts to determine PBL’s effects on students’ attitudes towards their educational advancement and the outcome records that PBL has positive effect on students’ learning (Çelik, Eroğlu, & Selvi, 2012).
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine problem-based learning approach and its effect on student academic achievement in private secondary schools. Selected secondary schools in Rivers state forms the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
TEST OF HYPOTHESIS
H01: There is no significant impact of Problem Based Learning approach on students academic performance.
H02: Problem Based Learning approach have no effect on students cognitive research skills improvement and social interaction.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain problem-based learning approach and its effect on student academic achievement in private secondary schools. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of problem-based learning approach and its effect on student academic achievement in private secondary schools
Summary
This study was on problem-based learning approach and its effect on student academic achievement in private secondary schools. Four objectives were raised which included: To determine if Problem Based Learning approach enhances students critical thinking skills, to establish if Problem Based Learning approach can lead to improved students cognitive research skill and social interaction during classroom instruction, to determine if Problem Based Learning approach can equip student with problem-solving skill necessary for future occurrence and to elucidate some factors impeding teachers effective use Problem Based Learning approach during classroom instruction. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools Rivers state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
PBL used for teaching and learning of science provides a means for solving scientific problems, which makes the student to be accountable for their own knowledge. PBL helps to develop students’ process skills, thinking abilities and also a positive attitude towards learning of science. Moreover, the use of PBL for learning science creates an opportunity for students to identify their strengths and weaknesses throughout the learning process. It is believed that PBL is a student-centred, which prepares learners to relate scientific concepts to real life situations and that it can be adopted for the teaching and learning of science. The use of PBL as a teaching and learning strategy can improve students’ performance in physical science if relevant factors such as teaching aids, large class size, subject teaching qualification, teaching experience can be addressed to and it will impact on learner achievement
Recommendation
- It is argued that the problem-based learning method can be used to ensure better construction in students’ minds
- It is believed that pre-service science teachers should be provided with the knowledge and skills concerning the characteristics of the problem-based learning method and its use in science teaching.
- Problem Based Learning method should be incorporated among other teaching methods currently used in teaching agriculture. School should prepare students pursuing education by incorporating PBL method in student preparation programmes.
References
- Aaron, S., Crocket, J., Morrish, D., Basualdo, C., Kovithavongs, T., Mielke, B., & Cook, D. (1998). Assessment of exam performance after change to problem-based learning: Differential effects by question type. Teaching and Learning in Medicine, 10(2),86-91. doi.org/10.1207/S15328015TLM1002_6
- Anderson, R.D. (2007). Inquiry as an organizing theme for science curricula. In S.K. Abell & N.G. Lederman (Eds.), Handbook of research on science education (pp. 3-31). New York: Routledge.
- Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. Clearing House, 83(2), 39- 43.doi.org/10.1080/00098650903505415
- Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3/4), 369. doi.org/10.1080/00461520.1991.9653139
- Boaler, J. (1997). Experiencing school mathematics; Teaching styles, sex, and settings. Buckingham, UK: Open University Press
- Cooke, M., & Moyle, K. (2002). Students’ evaluation of problem-based learning. Nurse Education Today, 22(4), 330-339. doi.org/10.1054/nedt.2001.0713
- Cockrell, K. S., Caplow, J. A. H., & Donaldson, J. F. (2000). A context for learning: Collaborative groups in the problem-based learning environment. The Review of Higher Education, 23(3), 347-363. doi.org/10.1353/rhe.2000.0008
- Department of Education (2015). National Diagnostic Report on School Performance. Pretoria, South Africa: Government Printer. Retrieved from http://www.education.gov.za/Portals/0/Documents/Reports/2015%20NSC%20Technical%20Report.p df?ver=2016-01-05-050208-000
