The researchers’ experience in teaching Gravity during Physics lessons at Senior High Schools in Ghana indicated that many Physics students, had difficulties in understanding concepts in gravitation that require problem-solving skills. This therefore leads students to perform poorly under this topic during examinations though little or no attention is given to the fact that the student’s problem-solving skills can affect their performance in gravitation. This study was primarily aimed at enhancing the performance of Form Two students of St. James Seminary Senior High School, Sunyani, in solving problems related to gravity. Through direct observation in the school, the problem of poor problem-solving skills and low performance in gravitation was identified among the students. To curb the problem identified, action research design was embarked upon. Pre and post interventions activities were designed gather data to answer the research questions. The data collected were analysed using descriptive statistics. The study results clearly showed that teachers and learners would achieve their goals if the lesson includes a problem-based learning method. It was recommended that teachers should incorporate higher-order thinking problems into the curriculum to improve students’ thinking skills, retain what they have learnt, provides stimulate their learning process and improve their higher-order thinking abilities for use in real-life situations.
| Published in | Science Journal of Education (Volume 10, Issue 6) |
| DOI | 10.11648/j.sjedu.20221006.11 |
| Page(s) | 164-173 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Gravitation, Problem-Based Learning Model, Motivation, Misconception, Perception, Transfer of Knowledge
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APA Style
Gideon Owusu, Victor Antwi. (2022). Using Problem-Based Learning Model to Improve Physics Students’ Performance in Gravity. Science Journal of Education, 10(6), 164-173. https://doi.org/10.11648/j.sjedu.20221006.11
ACS Style
Gideon Owusu; Victor Antwi. Using Problem-Based Learning Model to Improve Physics Students’ Performance in Gravity. Sci. J. Educ. 2022, 10(6), 164-173. doi: 10.11648/j.sjedu.20221006.11
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Download@article{10.11648/j.sjedu.20221006.11,
author = {Gideon Owusu and Victor Antwi},
title = {Using Problem-Based Learning Model to Improve Physics Students’ Performance in Gravity},
journal = {Science Journal of Education},
volume = {10},
number = {6},
pages = {164-173},
doi = {10.11648/j.sjedu.20221006.11},
url = {https://doi.org/10.11648/j.sjedu.20221006.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20221006.11},
abstract = {The researchers’ experience in teaching Gravity during Physics lessons at Senior High Schools in Ghana indicated that many Physics students, had difficulties in understanding concepts in gravitation that require problem-solving skills. This therefore leads students to perform poorly under this topic during examinations though little or no attention is given to the fact that the student’s problem-solving skills can affect their performance in gravitation. This study was primarily aimed at enhancing the performance of Form Two students of St. James Seminary Senior High School, Sunyani, in solving problems related to gravity. Through direct observation in the school, the problem of poor problem-solving skills and low performance in gravitation was identified among the students. To curb the problem identified, action research design was embarked upon. Pre and post interventions activities were designed gather data to answer the research questions. The data collected were analysed using descriptive statistics. The study results clearly showed that teachers and learners would achieve their goals if the lesson includes a problem-based learning method. It was recommended that teachers should incorporate higher-order thinking problems into the curriculum to improve students’ thinking skills, retain what they have learnt, provides stimulate their learning process and improve their higher-order thinking abilities for use in real-life situations.},
year = {2022}
}
TY - JOUR T1 - Using Problem-Based Learning Model to Improve Physics Students’ Performance in Gravity AU - Gideon Owusu AU - Victor Antwi Y1 - 2022/12/15 PY - 2022 N1 - https://doi.org/10.11648/j.sjedu.20221006.11 DO - 10.11648/j.sjedu.20221006.11 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 164 EP - 173 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20221006.11 AB - The researchers’ experience in teaching Gravity during Physics lessons at Senior High Schools in Ghana indicated that many Physics students, had difficulties in understanding concepts in gravitation that require problem-solving skills. This therefore leads students to perform poorly under this topic during examinations though little or no attention is given to the fact that the student’s problem-solving skills can affect their performance in gravitation. This study was primarily aimed at enhancing the performance of Form Two students of St. James Seminary Senior High School, Sunyani, in solving problems related to gravity. Through direct observation in the school, the problem of poor problem-solving skills and low performance in gravitation was identified among the students. To curb the problem identified, action research design was embarked upon. Pre and post interventions activities were designed gather data to answer the research questions. The data collected were analysed using descriptive statistics. The study results clearly showed that teachers and learners would achieve their goals if the lesson includes a problem-based learning method. It was recommended that teachers should incorporate higher-order thinking problems into the curriculum to improve students’ thinking skills, retain what they have learnt, provides stimulate their learning process and improve their higher-order thinking abilities for use in real-life situations. VL - 10 IS - 6 ER -
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