The Problem-Based Learning Classrooms in the Natural Sciences: A Mechanism for Learning

Abstract

This study sought to analyze the level of effectiveness of the problem-based learning as an instructional approach to some selected courses in the natural sciences. This study was conducted to 100 students enrolled in any Physics, Chemistry, Biology and Environmental Science courses during the Second Trimester of the Academic Year 2014 – 2015. The primary goal of science education is to identify potential and obstacles to student learning, and then to address these obstacles in a way that leads to more effective learning. These obstacles include factors that originate during instruction - such as PBL as an instructional method as well as those that relate to students’ academic performance. Science courses are always part of the curriculum, and these need complete concentration, time and patience of the students. As teachers always remember the principle, which is, individual differences among the students. They are unique in abilities, interest, needs and experiences. Students should be treated according to their needs and interests, they must be assisted into developing proper attitudes towards these courses and they must be grouped according to their ability and develop each group up to the optimum.  There is a high degree of correlation using the Pearson Product Moment of Correlation which means that there is a significant relationship between the GPA in Science courses and the effectiveness of PBL classrooms. This means that the Problem-Based Learning Method adopted in the science classes (Physics, Chemistry, Biology and Environmental Science|) are good predictors of the academic performance of students as shown in their GPA. Further, students who had PBL lecture and laboratory sections had very satisfactory grades in the science courses. Students with PBL classroom exposures had substantially higher learning gains on the scientific concepts – independent of their initial scientific knowledge of those concepts when compared to students in the traditional teaching-learning classroom environment.

Keywords: Problem-Based Learning, Natural Science Courses, Grade Point Average