Problem-Based Learning Method and the Learning Outcomes in Science 9

Abstract

This study aimed to determine the learning outcomes of the students in Science 9 through the use of different problem-based learning methods. Furthermore, this attempted to determine the student performance outcome as to their problem-based learning in terms of explanatory knowledge, descriptive knowledge, procedural knowledge, personal knowledge. Likewise, this study aimed to find out if there was a significant difference in the students' problem-based learning outcomes when grouped according to the teaching method as to explanation problem, fact-finding problem, strategy problem, and moral dilemma. Using an experimental design of research, it involved four groups in Grade 9 at San Antonio National High School with 40 students each during the Academic Year 2020-2021. A teacher-made module and performance task rubrics were used to measure the learning outcomes of the students when group according to the problem-based learning method which was validated by the panel of experts. The study used descriptive statistics such as frequency, percentage, mean and standard deviation to interpret the scores in the performance outcome of the respondents. Analysis of Variance (ANOVA) was also used to determine the possible presence of a significant difference in the students' problem-based learning outcomes when group according to the teaching method. Result revealed that there is a significant difference in the students' problem-based learning outcomes when group according to the teaching method as to explanation problem, fact-finding problem, strategy problem and moral dilemma. It also showed that students performance outcome as to their PBL in terms of explanatory knowledge, descriptive knowledge, procedural knowledge and personal knowledge fall under the category of proficient level.