Effect of Problem-Based Learning Approach on Developing Students’ Science Process Skills on the topic of Safety in our Environment

Abstract

The aim of this study was to examine the effect of problem-based learning on developing science process skills on the topic of ‘safety in our environment’ in secondary schools in Tanzania. The study employed a quasi-experimental design. The participants for the study were Form One ‘E’ students in experimental school and Form One ‘D’ students in control school. Data were collected using a structured questionnaire and an achievement test. The results showed that the use of PBL approach increased the mean scores from pre-test (M=81.43, SD=18.681) to post-test (M=107.77, SD=17.599) on developing SPS compared to traditional methods that were not significant from pre-test (M=103.38, SD=20.794) to post-test (M=99.05, SD=23.567). Also the use of PBL has shown to increase students’ scores on the achievement test compared to the traditional methods. Traditional methods have the ability to retain achievement at low level of cognitive ability as compared to PBL. Furthermore, PBL has shown to have no statistically significant difference in achievement based on gender as compared to the traditional methods. The study recommends a continuous use of learner-centred approaches like PBL in teaching and learning science.