Abstract
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.
Highlights
The help of physics manifested in our day to day life through science and technical areas, the structure of matter, and unknown aspects of the universe
When we examine the related literature it is seen that research studies focused on the use of problem based learning in elementary, secondary and higher education have been reached [8,9,10], stated that we live in a dynamic society in which social, political and technological conditions are changing continuously, so educators should analyze and evaluate the trends in order to decide an appropriate curricula and method of instruction which will make students ready for real life situation
This research showed that problem-based learning (PBL) had shown a positive impact in achievement, and attitude towards mechanics
Summary
The help of physics manifested in our day to day life through science and technical areas, the structure of matter, and unknown aspects of the universe. While in students centered learning process teacher is merely facilitator or guide is the focal point of modern systems of education. In all active learning process, the learners learn according to their own needs and pace [2]. Human beings face a multiple dimensional problem in their lives and they try to solve these problems in a particular way in the light of their previously gained knowledge and experiences. In this regard it is essential for the students to be prepared for future or near future challenges by facing real life, or real like, problems in their learning environment, and finding appropriate solution of these problems. Each society expects from its education system that it enables the individuals to become an effective problem
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