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.
| Published in | Science Journal of Education (Volume 8, Issue 3) |
| DOI | 10.11648/j.sjedu.20200803.12 |
| Page(s) | 71-81 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2020. Published by Science Publishing Group |
Education, PBL, Achievement and Attitude
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APA Style
Semeneh Bedemo. (2020). Effects of Problem Based Learning on Students’ Achievement and Attitude Towards Physics (Mechanics): The Case of Gilgel Beles College of Teachers Education. Science Journal of Education, 8(3), 71-81. https://doi.org/10.11648/j.sjedu.20200803.12
ACS Style
Semeneh Bedemo. Effects of Problem Based Learning on Students’ Achievement and Attitude Towards Physics (Mechanics): The Case of Gilgel Beles College of Teachers Education. Sci. J. Educ. 2020, 8(3), 71-81. doi: 10.11648/j.sjedu.20200803.12
AMA Style
Semeneh Bedemo. Effects of Problem Based Learning on Students’ Achievement and Attitude Towards Physics (Mechanics): The Case of Gilgel Beles College of Teachers Education. Sci J Educ. 2020;8(3):71-81. doi: 10.11648/j.sjedu.20200803.12
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Download@article{10.11648/j.sjedu.20200803.12,
author = {Semeneh Bedemo},
title = {Effects of Problem Based Learning on Students’ Achievement and Attitude Towards Physics (Mechanics): The Case of Gilgel Beles College of Teachers Education},
journal = {Science Journal of Education},
volume = {8},
number = {3},
pages = {71-81},
doi = {10.11648/j.sjedu.20200803.12},
url = {https://doi.org/10.11648/j.sjedu.20200803.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20200803.12},
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.},
year = {2020}
}
TY - JOUR T1 - Effects of Problem Based Learning on Students’ Achievement and Attitude Towards Physics (Mechanics): The Case of Gilgel Beles College of Teachers Education AU - Semeneh Bedemo Y1 - 2020/07/28 PY - 2020 N1 - https://doi.org/10.11648/j.sjedu.20200803.12 DO - 10.11648/j.sjedu.20200803.12 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 71 EP - 81 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20200803.12 AB - 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. VL - 8 IS - 3 ER -
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