Effect of problem-based learning on students’ attitude towards learning physics: a cohort study [version 1; peer review: 1 approved, 2 approved with reservations]
Background: Attitude is a learning scale that informs which approach should be used to call students to school. It can be seen a supporting tool that informs teachers, policymakers, and researchers of the needs for raising interest in learning a certain subject, such as physics. This study aimed at...
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| Format: | Article |
| Language: | English |
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F1000 Research Ltd
2022-11-01
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| Series: | F1000Research |
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| Online Access: | https://f1000research.com/articles/11-1240/v1 |
| _version_ | 1797390672936828928 |
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| author | Jean Uwamahoro Imelda Kemeza Stella T. Kanyesigye |
| author_facet | Jean Uwamahoro Imelda Kemeza Stella T. Kanyesigye |
| author_sort | Jean Uwamahoro |
| collection | DOAJ |
| description | Background: Attitude is a learning scale that informs which approach should be used to call students to school. It can be seen a supporting tool that informs teachers, policymakers, and researchers of the needs for raising interest in learning a certain subject, such as physics. This study aimed at determining the effect of problem-based learning on students’ attitude towards learning physics. Methods: The study followed a quantitative approach with a quasi-experimental design employing cross-sectional survey techniques. The participants of the study were 419 13th-grade physics students of the 2020/2021 school year in both Ugandan government and private secondary schools. Among these students, one group was taught using problem-based learning instruction while another group was taught using traditional instruction for 12 weeks. Data were collected using a standardized tool called Views About Science Survey. Using Microsoft Excel 2016 and Statistical Package for Social Scientist version 23.0, descriptive and inferential statistics were used to determine a significant difference between experiment and control groups. Results: It was found that both problem-based learning and traditional instructions caused a statistically significant positive effect on students’ attitudes towards physics. However, the experimental group gained more positive attitude than the control group as they were more inclined towards the expert-like attitude (thinking like a scientist in a domain) than their counterparts due to the problem-based learning approach they learned in. Conclusions: Therefore, it was concluded that problem-based learning is a more effective method of teaching physics than traditional methods. Hence, we suggest that secondary school teachers need to adopt the use of problem-based learning in the teaching of science concepts, especially physics. |
| first_indexed | 2024-03-08T23:21:39Z |
| format | Article |
| id | doaj.art-4cf61c4f09f14f2d91553f0fe7593482 |
| institution | Directory Open Access Journal |
| issn | 2046-1402 |
| language | English |
| last_indexed | 2024-03-08T23:21:39Z |
| publishDate | 2022-11-01 |
| publisher | F1000 Research Ltd |
| record_format | Article |
| series | F1000Research |
| spelling | doaj.art-4cf61c4f09f14f2d91553f0fe75934822023-12-15T01:00:00ZengF1000 Research LtdF1000Research2046-14022022-11-0111137353Effect of problem-based learning on students’ attitude towards learning physics: a cohort study [version 1; peer review: 1 approved, 2 approved with reservations]Jean Uwamahoro0Imelda Kemeza1Stella T. Kanyesigye2https://orcid.org/0000-0001-7190-1461Education, National University of Rwanda, Kigali, Eastern, RwandaEducation, Mbarara University of Science and Technology, Mbarara, UgandaEducation, National University of Rwanda, Kigali, Eastern, RwandaBackground: Attitude is a learning scale that informs which approach should be used to call students to school. It can be seen a supporting tool that informs teachers, policymakers, and researchers of the needs for raising interest in learning a certain subject, such as physics. This study aimed at determining the effect of problem-based learning on students’ attitude towards learning physics. Methods: The study followed a quantitative approach with a quasi-experimental design employing cross-sectional survey techniques. The participants of the study were 419 13th-grade physics students of the 2020/2021 school year in both Ugandan government and private secondary schools. Among these students, one group was taught using problem-based learning instruction while another group was taught using traditional instruction for 12 weeks. Data were collected using a standardized tool called Views About Science Survey. Using Microsoft Excel 2016 and Statistical Package for Social Scientist version 23.0, descriptive and inferential statistics were used to determine a significant difference between experiment and control groups. Results: It was found that both problem-based learning and traditional instructions caused a statistically significant positive effect on students’ attitudes towards physics. However, the experimental group gained more positive attitude than the control group as they were more inclined towards the expert-like attitude (thinking like a scientist in a domain) than their counterparts due to the problem-based learning approach they learned in. Conclusions: Therefore, it was concluded that problem-based learning is a more effective method of teaching physics than traditional methods. Hence, we suggest that secondary school teachers need to adopt the use of problem-based learning in the teaching of science concepts, especially physics.https://f1000research.com/articles/11-1240/v1problem-based learning teaching instruction attitude physics expert-like attitudeeng |
| spellingShingle | Jean Uwamahoro Imelda Kemeza Stella T. Kanyesigye Effect of problem-based learning on students’ attitude towards learning physics: a cohort study [version 1; peer review: 1 approved, 2 approved with reservations] F1000Research problem-based learning teaching instruction attitude physics expert-like attitude eng |
| title | Effect of problem-based learning on students’ attitude towards learning physics: a cohort study [version 1; peer review: 1 approved, 2 approved with reservations] |
| title_full | Effect of problem-based learning on students’ attitude towards learning physics: a cohort study [version 1; peer review: 1 approved, 2 approved with reservations] |
| title_fullStr | Effect of problem-based learning on students’ attitude towards learning physics: a cohort study [version 1; peer review: 1 approved, 2 approved with reservations] |
| title_full_unstemmed | Effect of problem-based learning on students’ attitude towards learning physics: a cohort study [version 1; peer review: 1 approved, 2 approved with reservations] |
| title_short | Effect of problem-based learning on students’ attitude towards learning physics: a cohort study [version 1; peer review: 1 approved, 2 approved with reservations] |
| title_sort | effect of problem based learning on students attitude towards learning physics a cohort study version 1 peer review 1 approved 2 approved with reservations |
| topic | problem-based learning teaching instruction attitude physics expert-like attitude eng |
| url | https://f1000research.com/articles/11-1240/v1 |
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