Abstract
The quasi-experimental study examines the effect of the Problem-based Learning (PBL) teaching strategy on one higher secondary school student's academic achievement under Thimphu Thromde, Bhutan. The student participants were selected through non-probability convenient sampling techniques. All students of XI Arts (N=30) and XI Commerce (N=38) participated in the study. Class XI Arts students were used as a controlled group and XI Commerce students as an experimental group. The experimental group was taught using PBL, and the control group was taught using the traditional lecture method. The pre-test data were collected through class test 1, and post-test data were collected through class test 2 and 5 points Likert scale survey questionnaire. The results revealed that the experimental group scored higher marks in the class test than the control group. The mean score of the pre-test of the XI Arts and XI Commerce (both controlled group) were 40.75 and 38.81 initially. The mean score of the experiment group's post-test showed 44.73, while the controlled group managed only 43.00. Further, the experimental group had a favorable opinion on the effectiveness of the PBL strategy. The study recommends the implementation of the PBL teaching strategy despite PBL being time-consuming and resource-intensive.
Highlights
The primary determinant of effective teaching-learning in the classroom is teachers' teaching strategy (Yadav, 2009)
The Quasi-experimental study examines the effect of the Problem-based Learning (PBL) teaching strategy on the academic achievement of one higher secondary school student under Thimphu Thromde, Bhutan
The results revealed that the experimental group scored higher marks in the class test than the control group
Summary
The primary determinant of effective teaching-learning in the classroom is teachers' teaching strategy (Yadav, 2009). Teachers need to rely not on their past achievements or teaching strategies but practice innovative teaching strategies that promote constructive thinking. Boris (2020, p.74) argues that a "teacher may profess to hold fifteen years' experience, but the experience means nothing if he keeps on repeating the same thing without bringing innovation into his teaching." The teaching-learning becomes effective if the curriculum is implemented correctly in the classroom with appropriate teaching strategies, instructional tools, and assessments. The teacher needs to practice strategies that motivate students and support the achievement of desired learning outcomes. Lecture instruction does not promote cognitive learning skills, application abilities, and motivation to students; instead limits the scope for developing
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