The Effect of the Cellular Respiration Project-Based Learning Module on Matriculation Students’ Achievement

Abstract

Biology is one of the important knowledge disciplines in the field of science, technology, and innovation that need to be mastered by students. However, many students have found that several of the concepts in biology are hard, including the Cellular Respiration topic in the Malaysian Ministry of Education Matriculation Programme’s curriculum. The teaching and learning strategies in matriculation need to be improved and innovative strategies need to be implemented to make positive changes to student learning. Thus, the Cellular Respiration Project-Based Learning Module (PBL Module) was developed to aid students in learning the Cellular Respiration topic. The PBL Module was developed based on the innovative learning approach known as project-based learning and embedded with a few relevant learning theories. Students are required to run projects collaboratively and produce learning products creatively. A quasi-experimental approach with a pre-test/post-test, nonequivalent control group research design was carried out to test the effect of the PBL Module on students’ achievement. 73 matriculation students (19 males and 54 females) from a matriculation college were involved in this research. Two classes were chosen randomly as the treatment group and two classes as the control group. The treatment group learned the Cellular Respiration topic using the PBL Module whilst the control group was taught using the conventional method. The Cellular Respiration Achievement Test (CRAT) was used as the research instrument. The independent-sample t-test showed non-significant differences in the mean scores of the achievement between the treatment group and the control group. Nevertheless, the PBL Module has implications in integrating project-based learning systematically in matriculation, especially in the teaching and learning practices of the biology curriculum.