Volume 8, Issue 3, June 2020, Page: 71-81
Effects of Problem Based Learning on Students’ Achievement and Attitude Towards Physics (Mechanics): The Case of Gilgel Beles College of Teachers Education
Semeneh Bedemo, Department of Physics Education, Gilgel Beles College of Teacher’s Education, Benishangul Gumuz, Ethiopia
Received: Jun. 8, 2020;       Accepted: Jun. 22, 2020;       Published: Jul. 28, 2020
DOI: 10.11648/j.sjedu.20200803.12      View  215      Downloads  92
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.
Education, PBL, Achievement and Attitude
To cite this article
Semeneh Bedemo, 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. doi: 10.11648/j.sjedu.20200803.12
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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.
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