Kesan penggunaan pendekatan pembelajaran berasaskan masalah terhadap pencapaian, kemahiran proses sains dan motivasi pelajar dalam pengajaran dan pembelajaran biologi
The purpose of this study was to determine the effects of problem-based learning approach in teaching and learning biology on students’ achievement, science process skills and motivation compared to ordinary teaching method. Students’ and teacher’s perceptions and acceptance towards this PBL approac...
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| Format: | Thesis |
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2007
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| Online Access: | http://pustaka2.upsi.edu.my/eprints/73/ http://pustaka2.upsi.edu.my/eprints/73/1/Kesan%20penggunaan%20pendekatan%20pembelajaran%20berasaskan%20masalah%20terhadap%20pencapaian%2C%20kemahiran%20proses%20sains%20dan%20motivasi%20pelajar%20dalam%20pengajaran%20dan%20pembelajaran%20biologi.pdf |
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| Summary: | The purpose of this study was to determine the effects of problem-based learning approach in teaching and learning biology on students’ achievement, science process skills and motivation compared to ordinary teaching method. Students’ and teacher’s perceptions and acceptance towards this PBL approach were gauged in this research. The study was conducted by using a quasi experimental design which involved 76 form 4 students and a biology teacher from a secondary school in Kinta District. The control group consisted of 39 students while 37 students in the treatment group (PBL). The gathering of data was done by using achievement test and a motivation questionnaire from both control and treatment groups. The data regarding the students’ and teacher’s perceptions and acceptance towards PBL was collected from the treatment group only. The results indicated that the overall achievement of students who had involved in PBL was statistically significantly higher than the overall achievement of students in control group. However the follow-up ANCOVA test indicated that the overall achievement was contributed by only two levels, namely analysis and evaluation levels. For the science process skills, the results showed that the science process skills of students who had involved in PBL were statistically significantly higher than the science process skills of students in control group. However the follow-up ANCOVA test indicated that the overall achievement in science process skills was contributed by only by three aspects namely problem statement, statement of hypothesis and technique used. The results for students’ motivation indicated that the motivation level of students who had involved in PBL was statistically significantly higher than the motivation level of students in control group. However the follow-up ANOVA test indicated that the overall motivation was contributed by only by three components, namely biology learning value, performance goal and learning environment stimulation. It was also found that students and teacher acceptance were positive towards the implementation of PBL approach in Biology teaching and learning. |
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