Abstract
The research examined the effects of Problem Based Learning (PBL) and Lecture teaching method (LTM) on students’ achievement in agriculture subject. This research was necessitated by consistent poor performance of students in agriculture subject in the national examination, Kenya Certificate of Secondary Education (KCSE). The aim was to determine and compare the achievement of students in PBL and LTM. Quasi-Experimental design, following a Non-equivalent Control Group Pre-test-Post-test was adopted. PBL was the treatment, while LTM group was control. All the students of agriculture and teachers of agriculture formed the target population. Stratified random sampling was used to sample 12 schools. Six schools were subjected to PBL while the other six schools followed LTM. The sample size was 484 Form Two agriculture students and 12 teachers of agriculture. Data were collected through agriculture achievement test. Descriptive statistics and analysis of covariance (ANCOVA) was used to analyse the data. The results established that PBL has the greatest potential in improving students’ achievement in agriculture compared with LTM. The PBL method significantly (p<.05) improved the student performance in agriculture. A statistically significant difference was found between students of PBL and LTM. The effects of PBL were more noticeable, therefore, the results are robust enough to inform practicing teachers to adopt PBL method because it has demonstrated its effectiveness in delivering content. The results may inform education experts at tertiary institutions and universities in Kenya on the benefits of implementing PBL method to pre-service teachers.
Highlights
This paper aims to explore the effectiveness of using TinkerPlots and problem-based learning approach in statistics classes and to describe how TinkerPlots enhance students’ understanding on the topic of descriptive statistics such as central tendency, statistical dispersion, and data presentation
This study was a case study and the purpose of the study was to explore the effectiveness of using TinkerPlots dynamic software incorporate with problem-based learning approach in statistics classes
The experimental class learned statistics using TinkerPlots dynamic software incorporate with Problem-Based Learning (PBL) approach
Summary
This paper aims to explore the effectiveness of using TinkerPlots and problem-based learning approach in statistics classes and to describe how TinkerPlots enhance students’ understanding on the topic of descriptive statistics such as central tendency, statistical dispersion, and data presentation. Richard Skemp (1978) made a powerful statement about mathematical understanding He described two different meanings generally associated with “understanding”. The students should learn by investigating, exploring, and collecting data by themselves These activities shall enable students to create relationships in their own minds and constructing their own knowledge derived from basic knowledge and experiences during statistics classes. In order to help students learn statistics with understanding the teacher should facilitate the construction of ideas concepts and processes through a careful selection of resource materials and relevant with the real world problems. The Institute for the Promotion of Teaching Science and Technology (IPST) conducted TinkerPlots workshops for pilot group of mathematics teachers They were trained to use TinkerPlots as a tool in their statistics classes. TinkerPlots in statistics were granted to at least 30 schools throughout Thailand in Education Year 2009
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