Expository Teaching Research Articles

Health Education about Rheumatic Heart Disease: A Community-Based Cluster Randomized Trial: Rheumatic Heart Disease Educational Strategies.

Introduction:The burden of rheumatic heart disease (RHD) is still high in Brazil. Lack of population awareness about the disease limits the efficacy of prevention programs. We aimed to evaluate the effectiveness of education on RHD in schools, comparing the conventional expository teaching method with tablet-based worked examples.Method:A prospective, cluster randomized trial was conducted over eight months in six randomly selected low-income Brazilian public schools. Each class was considered a cluster (total: 90), being randomized 1:1 to receive one of the educational methods. Pre-test evaluated students’ prior knowledge on RHD. Post-tests, 10 days, and three months later, evaluated retention of knowledge.Results:At total 1,301 students (52% female) completed the study, being 63% from high school. Baseline knowledge about RHD was universally low (average score expository classes [G1] 33.9% vs. worked examples [G2] 32.5%, p = 0.23). A significant but similar improvement was observed in both groups in the immediate post-test (pre- vs. post: p < 0.001): G1 57.5% vs. G2 56.7%, p = 0.69. In the late post-test, a significant 20% worsening was observed in both groups and the final scores were again similar: G1 45.0% vs. G2 45.9%, p = 0.87. Highschool students had higher scores (p < 0.001), and girls had better overall performances than boys (p < 0.001).Conclusion:The novel technology of tablet-based worked examples had similar results compared with expository classes for RHD education in schools. Both educational processes resulted in modest gains in knowledge, with low retention. More studies are needed to determine if increased knowledge leads to behavioral changes that could reduce RHD burden.Highlights:In a cluster-randomized trial, two different educational strategies about Rheumatic Heart Disease (RHD) for children – standard expository classes and worked examples based on interactive modules in tablet computers – were compared in public schools of underserved Brazilian neighborhoods.Baseline knowledge was low, and the novel tablet-based technology had similar results compared with traditional teaching for RHD education in schools, with no differences in acquisition and mid-term retention of knowledge.Both educational interventions resulted in similar 71% improvement in the immediate post-test, although with suboptimal retention, with over 20% worsening in three months in both groups.Our data suggests that the optimal strategy for RHD education is yet to be determined, and future studies should be warranted to determine if increased knowledge leads to behavioral changes that could reduce disease burden in endemic areas.

PENGGUNAAN METODE EKSPOSITORI PADA MATA PELAJARAN PAK DALAM MENINGKATKAN PRESTASI BELAJAR SISWA DI SD INPRES PONDANG

In the learning process that involves material, methods, media props and so on must also experience changes towards renewal (innovation). Based on the problems seen, it is related to the improvement of Christian learning achievement by applying expository teaching models to grade VI students of SD Inpres Pondang. The purpose of this study in order to determine the increase in Christian learning achievement after applying expository teaching model. In this study using action research and data obtained from formative tests, observation sheets of teaching, and learning activities of students. The results of the study found that student achievement has increased from cycle I (51%) to cycle II (89%). Through this research, it can be said that the expository teaching model can positively influence achievement, interest, attention, and participation, learning motivation of SD Inpres Pondang students, and this learning model can be used as alternative learning of Protestant Christianity.

EXPLORING THE BARRIERS TO EFFECTIVE COOPERATIVE LEARNING IMPLEMENTATION IN SCHOOL MATHEMATICS CLASSROOMS

Literature is replete with research confirming the benefits of cooperative learning on students’ academic achievement and attitude towards mathematics. Despite these benefits, cooperative learning implementation in most Zambian secondary school mathematics classrooms has remained a challenge. An explanatory sequential mixed methods research design was employed to determine the causes of teacher-resistance to cooperative learning implementation in selected schools. A cluster random sampling method was used to select 62 teachers (43 male and 19 female) of mathematics from six public secondary schools in Ndola district of Zambia. A questionnaire was administered to all the 62 teachers followed by lesson observations in six randomly selected grade 11 mathematics classrooms, whose teachers later attended a focus group discussion. Research findings revealed that the majority of participants prefer expository teaching to cooperative learning. More than 64% of the participants indicated that they resisted implementing cooperative learning in their classrooms due to shortcomings in; assessing learners, ensuring a disciplined class environment, completing the already bulky syllabus, handling large classes, students’ low reasoning abilities and preparation time versus high teaching loads. These results provide evidence on the need for more attention to how the identified challenges could be addressed not only in Zambian mathematics classrooms but in other educational settings elsewhere. Keywords: cooperative learning, expository teaching, mathematics classrooms, mixed methods research.

Investigating pre-service science teachers’ mobile augmented reality integration into worksheets

ABSTRACT Research on Mobile Augmented Reality (Mobile AR) includes studies addressing Mobile AR integration into learning environments along with the quality of instructions by researchers about using mobile AR in classrooms. Findings revealed that even inexperienced teachers/pre-service science teachers who lacked any prescribed material could use mobile AR, for which teaching materials are scant. This study aimed to reveal which teaching strategy pre-service science teachers preferred and how they integrate the strategy in Anatomy 4D and Elements 4D applications to enrich worksheets. The survey method was used to probe pre-service science teachers’ integration of mobile AR technology into their worksheets. Participants, who were 81 senior pre-service science teachers (64 females, 17 males; ages 19 to 21), attended a 14-week elective course. Data were obtained from worksheets produced in the 3rd to 6th weeks during of the course. The sequences for inductive, inquiry, and expository strategy were adopted as the coding scheme. It was concluded that pre-service science teachers used inductive strategy instead of expository or inquiry teaching strategy in their worksheets. The current study suggests that pre-service science teachers should be advised to use inquiry strategy for integrating mobile AR into science worksheets.

Reflexões sobre as interfaces entre ações formativas EDUSEX e as tecnologias digitais: um estudo de caso interpretativo-dialético

These are the first reflections of a case study on the formative actions experienced and carried out by the Educators Training and Sexual Education EDUSEX Research Group CNPq/UDESC - Brazil and in its current interfaces with digital technologies, as well as the progressive transit of training models and expository teaching and learning practices, towards more interactive possibilities, supported by new technologies, from a perspective of learning by doing. These are the guiding questions of this investigation: (a) What formative actions were developed by the Edusex Group, specifically those related to digital technology? (b) What are the characteristics of these formative actions and their interfaces with digital technologies? In this section, we seek to reflect on the actions taken and, with that in mind, we have recurred to some contemporary theorists who study the subject of sexual education. The study is qualitative and follows the socio-critical paradigm assuming a global and dialectical view of reality. In the case study we used the technique of dialectical hermeneutic analysis in the data analysis. The findings pointed out that the formative actions seek: (1) to publicize and facilitate access to research and knowledge of the theme of sexuality in a perspective; (2) to assist in the reflection of current approaches on the theme; (3) to equip undergraduate, masters and doctorate students to make didactic-pedagogical use of digital technologies and other formats; (4) to carry out the didactic transposition of the contents learned, transforming it into a formative tool, later used in the training of teachers and students of elementary schools.

Cognitive conflict strategy to the improvement of students’lateral mathematical thinking ability

Challenges of lateral thinking in basic geometrical concepts need to provide adequate opportunities for students to make observations, exploration, investigation, and experiment to see and suspect the existence of a truth and then test it before completing a geometry problem. The research aims to analyze: the improvement of mathematical lateral thinking ability between students who are exposed to cognitive conflict strategy and those taught by expository as seen from overall students as sample, prior mathematical knowledge of students. The interaction between learning types and categories of prior mathematical knowledge, and the difficulties encountered by students in completing lateral thinking questions. This study used a mixed-method of experimental pre and posttest control group design that involved 73 student teachers education at university in Bandung Indonesia as samples.The findings show that: The overall and prior mathematical knowledge of students’ average value of experimental group which belongs to high category, higher than of control group which belongs to medium category. Conclutions: The mathematical lateral thinking ability of students who are exposed to cognitive conflict strategy has higher improvement level than students who are exposed to expository teaching based on overall students as sample and prior knowledge mathematics of students. There is an interaction between learning types and prior mathematical knowledge of students, thus students’ difficulties in completing the lateral thinking questions can be minimized.

Promoting Conceptual Understanding with Explicit Epistemic Intervention in Metacognitive Instruction: Interaction Between the Treatment and Epistemic Cognition

This study investigated the effect of the metacognitive instruction in which students’ epistemic cognitions were explicitly addressed, on tenth-grade students’ conceptual understandings regarding force and motion. The participants of the study included 107 (49 female, 58 male) tenth-grade students at two public high schools. A quasi-experimental design was employed. Two intact classes of each school were randomly assigned to the experimental and control groups. The Force and Motion Conceptual Tests I and II were administered to assess the students’ conceptual understandings in force and motion. A survey was applied to probe the students’ prior epistemic cognitions in physics. The results of the study revealed that the metacognitive instruction was more effective than the expository teaching in terms of promoting students’ conceptual understandings. A statistically significant interaction between the treatment and the students’ prior epistemic cognitions was also observed. The students with higher pre-epistemic cognitions got higher conceptual scores in the experimental group whereas the conceptual development of the control group students was independent of their pre-epistemic cognitions.

Müziksel İşitme Eğitiminde Kullanılan İşbirlikli Öğrenme Yönteminin Öğrenci Kaygı ve Başarısına Etkisi

Anxiety that can be experienced in musical ear training lessons is a significant psychological factor that can negatively affect the acquisition of aural skills, their effective application and evaluation process as well. This study looks into the influence of ‘Cooperative Learning Method’ on anxiety in musical ear training classes, on student achievement and exam anxiety/state anxiety. The study was designed, and conducted as an experiment with a pre-test and post-test control group, and the experimental procedures were completed in eight weeks. The study was carried out with thirty seven students [(ne=19), (nc=18)], who were taking Musical Ear Training-IV (MET-IV) lesson in the spring semester of 2010-2011 academic year in the Music Teacher Training Bachelor Program of a university in West Black Sea Region in Turkey. Experiment and control groups were equilibrated by taking into account the grade means in the MET courses that students had taken for the previous three semesters, and the gender aspect. The lessons in the experimental group have been taught mainly through ‘Cooperative Learning Method’, while mainly through ‘Expository Teaching Approach’ in the control group. Research data were collected by means of ‘MET Lesson Anxiety Scale’, ‘Music Theory Test’, and ‘Musical Writing (Dictation) Test’ tools, which have been developed by the researchers, and by means of ‘State Anxiety Scale’ tool developed by Spielberger et al. The collected data were analysed using dependent samples t-test and independent samples t-test. According to the results, Cooperative Learning has shown no significant effect on the achievement in music theory and in musical writing, and likewise on exam anxiety/state anxiety. However, the results show a significant positive effect of Cooperative Learning on lesson anxiety in musical ear training classes.

Äußerungen deutschlernender Oberschüler zum induktiven Vorgehen im Grammatikunterricht.

The article presents the outcome of empirical research devoted to inductive teaching of foreign language grammar on secondary school level. The research was carried out according to qualitative methodology with use of open interview, which allowed depicting of the issues connected with "insightful", inductive teaching from the students' perspective. Students' opinions enabled an insight into their thinking processes and views concerning certain didactic steps and stages leading to generalisations (in this case grammatical rules). Students, first of all, voice their subjective opinions on the effectiveness of the inductive approach and its influence on further language learning. Student's utterances concern also occurring problems connected with, for example, teacher's authoritative attitude, inappropriate choice of texts, unequal level of advance in the group and also involve individual hardships - internal barriers - being a consequence of attachment to the expository teaching tradition in teaching languages.

PENGARUH METODE PEMBELAJARAN PEMECAHAN MASALAH DAN GAYA KOGNITIF TERHADAP HASIL BELAJAR MATEMATIKA

This study aimed to determine : ( 1 ) The difference in student learningoutcomes treated with problem-solving learning method is higher than student learningoutcomes treated with expository teaching methods , (2 ) interaction between learningmethod with cognitive style on learning outcomes of mathematics ; ( 3 ) the results of themathematical learning of students who have cognitive style field independence givenlearning problem-solving methods of treatment is higher than the expository method , (4 )the results of the mathematical learning of students who have cognitive style fielddependence given treatment expository teaching method is higher than the problemsolving methods . The hypothesis in this study were 1 ) There are differences in studentlearning outcomes treated with the methods of learning and problem solving expositoryteaching methods ; 2 ) There is an interaction between cognitive styles and teachingmethods on learning outcomes of mathematics ; 3 ) mathematics learning outcomes ofstudents who have cognitive style field independence given learning problem-solvingmethods of treatment is higher than the expository method ; 4 ) mathematics learningoutcomes of students who have cognitive style field dependence given treatmentexpository teaching method is higher than the methods of solving problems . The targetpopulation is the entire fourth grade students SDIT Al - Izzah Serang Banten whichtotaled 173 students . Samples were taken with a random sampling technique thatrandomly select each of the two ( 2 ) classes to be treated with the use of teachingmethods and classroom problem solving using learning methods usedekspositori.Instrumen untukmendapatkan data through student learning outcomesvariable ( Y ) using tests of cognitive learning outcomes , cognitive style variables usingtests of cognitive style Group embedded Figures test ( GEFT ) . The results showed that :First , the results of student learning using a problem -solving method of teaching ishigher than that using the expository method , value sig = 0.009 &lt; α = 0.05 . Second ,there was an interaction between cognitive styles and learning methods , Value sig = 0.00&lt; α = 0.05 , F value = 5.168 &gt; F = 3.99 . Third , mathematics learning outcomes ofstudents who have cognitive style field independence given learning problem-solvingmethods of treatment is higher than the expository method , with the results Qhitung &gt;Qtabel ( 4.55 &gt; 2.95 ) . Mathematics learning outcomes of students who have thecognitive style of field dependence given treatment expository teaching method is higherthan the methods of solving problems , with the result Qhitung &gt; Qtabel (3.03 &gt; 2.95 )

Mode-Method Interaction: The Role of Teaching Methods on The Effect of Instructional Modes on Achievements, Science Process Skills, and Attitudes Towards Physics

The purpose of this study is to explore the effects of instructional mode, methods, and interaction between them. In order to achieve this purpose, two two-level-independent variables were defined, teaching modes (blended vs. face-to-face) and teaching methods (expository vs. inquiry). Thus, a 2x2 factorial design was performed with four treatment groups of 314 students. Before and after the treatments, pre-tests and post-tests on achievement in electricity concepts, science process skills, and attitudes toward physics were administered. For the analysis of the data multivariate analysis of covariance were performed. It was found that the effect of blended mode is not dependent upon the teaching methods implemented. Related to the effects of instructional mode; blended instruction is more effective than face-to-face instruction in supporting students’ achievement in electricity and science process skills. Additionally, it was found that the expository teaching method is as effective as the inquiry teaching method.

The Effect of Learning Method and Confidence Level on the Ability of Interpreting Religious Poem

This research aims to determine the effect of the learning method (expository and authentic) and the level of confidence in the ability of religious poetry interpretation of the students of the third semester, majoring in the Indonesian Language and Literature Education of Universitas Negeri Manado. The method used is the quasi-experimental method with 2 x 2 factorial designs. The measurement of Y variable (ability to interpret the religious poetry) uses the writing test and the level of confidence uses a questionnaire. Data analysis technique in this study is analysis of variance (ANOVA) followed by two lanes and Tuckey test to look at the interaction of the group. Before the test, the hypothesis is that analysis requirements normality data test using Liliefors test and homogeneity test data using Bartlett test. The results show differences in the ability to explain the religious poetry among students who study with the expository method and the students who study with the authentic method. That is, overall, the expository method is better than the authentic method to improve the ability of the students. To improve the ability of the students to interpret the religious poetry, it is better to use the authentic method for the group that has a lower level of confidence. There is the influence of the interaction between learning method (expository and authentic) and the level of confidence in the ability of religious poetry interpretation. Based on these results, it can be concluded that: First, lecturers can determine what materials and method that can be used to enhance the ability to interpret religious poetry when the level of confidence of the students has been known. Second, expository teaching methods and authentic teaching method for group of students with different level of confidence will give you different result on the ability of that group of students to interpret religious poetry as well. Third, the increase of the ability to interpret religious poetry can be affected by factors of learning methods and level of confidence. Finally, learning methods and the level of confidence have a very close interaction toward the ability to interpret the religious poetry.

RELATIVE EFFECTIVENESS OF GUIDED DISCOVERY AND DEMONSTRATION TEACHING TECHNIQUES ON STUDENTS' PERFORMANCE IN CHEMISTRY IN SENIOR SECONDARY SCHOOLS IN ILE-IFE, NIGERIA

The study compared the performance of students in Chemistry when taught with guided discovery and demonstration teaching techniques in senior secondary schools. It determined the effectiveness of guided discovery and demonstration teaching techniques in enhancing male and female students’ performance in Chemistry. The study adopted a non-equivalent pre-test, posttest control group research design. The population for the study consisted of Chemistry students in senior secondary schools in Ile–Ife. The sample consisted of Eighty four (84) students from three schools in Ife Central Local Government Area of Osun State which were selected using simple random sampling technique. One intact class each was used. The schools were randomly assigned to three groups (Guided Discovery, Demonstration and Teacher Expository) using simple random sampling technique. Two instruments were utilized for the study. They were Chemistry Achievement Test (CAT) and Questionnaire on Attitudes of Students towards Chemistry (QASTC). Data collected were analyzed using Analysis of Covariance (ANCOVA) and Analysis of Variance (ANOVA).The results showed that, there was a significant difference in the performance of students exposed to guided discovery, demonstration teaching technique and those exposed to teacher expository teaching technique (F= 123.972 ; p< 0.05). The findings also showed that, there was a significant difference in the performance of male and female Chemistry students exposed to guided discovery and demonstration teaching techniques (F= 12.04; p< 0.05). This showed that male and female students performed better when exposed to guide discovery teaching techniques. The post-hoc analysis revealed that, Guided Discovery Teaching Technique (GDTT) had a better significant effect on student academic performance than Demonstration Teaching Technique (DTT) and Teacher Expository Teaching Technique (TETT). The post - hoc analysis revealed that, male and female students exposed to GDTT performed better than those exposed to DTT and that, those exposed to GDTT had the best retention ability of the concept taught. The study concluded that, guided discovery teaching technique is a better teaching technique on students’ performance in Chemistry than demonstration teaching technique and the teacher expository method respectively. Article visualizations:

REAKTUALISASI PENDIDIKAN KARAKTER PESANTREN DI ERA GLOBALISASI

The study aimed to determine (1) Learning Auditory Intellectually Repetition (AIR) model on student’s problem solving abilities environmental material. (2) Expository model teaching on student’s problem solving abilities environmental material. (3) The difference between AIR and expository teaching model on student’s problem solving abilities and environmental material is better between the two. The population in this study were students of class XI-IPS SMA Negeri 2 Brebes. The samples taken at random sampling with XI-IPS 1 as an experimental class and XI-IPS 2 as a control class. The study design used was quasy experimental with posttest-only control design.

KONSEP DASAR KURIKULUM PENDIDIKAN AGAMA ISLAM

The study aimed to determine (1) Learning Auditory Intellectually Repetition (AIR) model on student’s problem solving abilities environmental material. (2) Expository model teaching on student’s problem solving abilities environmental material. (3) The difference between AIR and expository teaching model on student’s problem solving abilities and environmental material is better between the two. The population in this study were students of class XI-IPS SMA Negeri 2 Brebes. The samples taken at random sampling with XI-IPS 1 as an experimental class and XI-IPS 2 as a control class. The study design used was quasy experimental with posttest-only control design.

これからの説明文教材のあり方を探る : 教材論の史的検討(国語科教材の史的研究, 国語科教材の史的研究)

これからの説明文教材のあり方を探る : 教材論の史的検討(国語科教材の史的研究, 国語科教材の史的研究)

Effect of Blended Instructional Strategy on Commerce Students Academic Performance in Secondary Schools in Uyo Local Government Area of Akwa Ibom State-Nigeria

Teaching and learning are dynamic activities that are predicated on a number of factors. The pedagogical strategy used determines the effectiveness of the teacher and students’ academic performance. This study was therefore on the effect of blended instructional strategy on Commerce students’ academic performance in secondary schools in Uyo Local Government Area of Akwa Ibom State-Nigeria. Three research questions and three null hypotheses were raised to direct the study. The study adopted the pretest- postest non randomized quasi experimental design. Diffusion of Innovative theory and the Material-First-Rationale-Model were used to develop Commerce Instructional Package for experimentation. Two schools out of the 13 secondary schools in Uyo Local Government Area met the requirement for selection and were used for the study. The sample size of 240 students in both the urban and rural schools were selected and used for the study using the simple random sampling technique. An instructional package on Commerce was developed and used in treating the experimental groups while the control groups were taught using the expository teaching strategy. Both the control and the experimental groups were pretested before treatment. Commerce Performance Test was used to examine the effect of the package and the difference in students’ performance. All the students in both control and the experimental groups were post-tested. Their scripts were marked and their scores used for analysis with the help of mean and Analysis of Co-variance. Results of the analysis showed a significant difference in academic performance of Commerce students taught with blended instructional strategy and those taught with expository method. There was also a significant difference in academic performance of male and female students as well as those students in urban and rural school location. Based on these results, the following recommendations were made to improve the teaching of Commerce and academic performance of students namely that blended instruction should be adopted in teaching Commerce and that in-service training, seminars and workshops should be organised by Government and other stake holders in Education to update the knowledge of teachers in the use of ICTs and web-based instructional strategies among other recommendations.

RESPON SISWA SD TERHADAP PEMBELAJARAN PENEMUAN BERBANTUAN ALAT PERAGA PADA MATERI VOLUM BALOK DAN KUBUS

Teacher at SDN 4 Puyoh Kudus District rarely make the learning process through learning discoveries aided props on the material Volume beams and cubes. This is due, they are accustomed to using expository teaching methods which place more emphasis on the process of delivering the material verbally from teacher to student. Thus, the response of the students in the learning of the discovery needs to be examined. This study aims to investigate the response of primary school students towards learning mathematics through learning discoveries aided props. This research uses descriptive qualitative research design in which the subject of the study was nineteen students. Data collection techniques are by using questionnaires, observation sheets, documentation and interviews. The results showed that the students showed a positive response tehadap mathematics learning using discovery learning props aided by the average percentage of students who responded positively to 82.11%. In addition, the activity of students during the learning process using the learning-aided invention nice props with an average percentage of 83% of student activity.&#x0D; Keywords: Response of primary school students, learning discovery, Viewer Tool&#x0D;

PENGARUH MODEL PEMBELAJARAN KOOPERATIF LEARNING TIPE STAD (STUDENT TEAMS ACHIEVEMENT DIVISION) TERHADAP PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP SISWA (Studi Kuasi Eksperimen pada Mata Pelajaran Ekonomi kelas X di SMA Negeri 27 Bandung)

This study aimed to determine the differences in concept comprehension ability of student who received expository method with cooperative learning model type STAD (student Teams Achievment Division) on the subject of economy.&#x0D; The method used is a quasi-experimental method, the study subjects consisted of two classes of class X1 (control Group) and X2 (experiment group). Data was collected through observation and written test given to the student. Data processing is performed by t-test (paired-sample t-test) and the independent sample t-test using SPSS 21 application.&#x0D; Based on the result of the study showed that the model of cooperative learning type STAD can improve students’ ability to comprehension concept. Increased ability to comprehension concept student using cooperative learning type STAD model is higher than the increase in comprehension concept ability of student using expository teaching methods.

The effects of problem-based learning (PBL) on the academic achievement of students studying ‘Electrochemistry’

This study investigates the effects of problem-based learning (PBL) on students' academic achievements in studying ‘Electrochemistry’ within a course on Analytical Chemistry. The research was of a pretest–posttest control group quasi-experimental design and it was conducted with second year students in the Chemistry Teaching Program at the Faculty of Education at Dokuz Eylul University. The topic was taught with PBL in the experimental group and with expository teaching strategies in the control group. The ‘Chemistry achievement test (CAT)’ was applied as the pre-test and post-test in both groups. Post-test scores from the CAT demonstrated that there was a significant difference between the academic achievements of the two groups in favour of the experimental group (U= 8.500,p&lt; 0.05). After using PBL for a period, eleven open-ended questions related to the topic were asked to both groups. The results of these questions were categorized and the scores obtained from the categories were evaluated using content analysis. The results of the scores obtained from the open-ended questions showed that the students in the experimental group were able to make statements containing fewer misconceptions and also had a better understanding of this topic when compared to the students in the control group (U= 2.500,p&lt; 0.05). The correlation between the scores in the CAT post-test and the scores obtained from the open-ended questions of the experimental and control groups was also examined. The Spearman correlation coefficients were found to be 0.907 and 0.595 for the experimental and the control group, respectively. This finding indicated that there was a positive and very high level of statistically significant correlation between the scores in the CAT post-test and the scores obtained from the open-ended questions of the students in the experimental group. Therefore this finding also supports the conclusion that the students in the experimental group were better able to understand the topic and its structure compared to the students in the control group. At the end of the application, the results of semi-structured interviews carried out showed that students in the experimental group had positive opinions regarding PBL.