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The Impact of Problem-Based Learning on Students’ Achievement in Mechanical Waves in Secondary Schools

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Abstract

This study aimed to assess the impact of problem-based learning (PBL) on students’ achievement in mechanical waves among secondary schools in South Western Uganda. Four hundred and nineteen students (419) from 19 schools were involved in this study. A quasi-experimental research method was employed through Solomon's four-group design. Form six physics students were randomly allocated to the experimental group exposed to PBL and the control group exposed to traditional instructional methods (TIM). A Mechanical Wave Conceptual Survey (MWCS) was administered twice as a pre- and post-test to both groups. Exposition to these instructions lasted three and half months. The study found that students’ achievements in waves improved in the PBL than in the TIM learning environment, supported by the large effect size and high learning gains in the experimental group than those in the control group. Specifically, among groups offered both pre- and post-test during Solomon’s four-group sampling at the post-test stage, the experimental group achieved higher than the control group. Further analysis among factors such as gender difference, age difference, subjects’ combination, single girls alongside mixed schools, and government or private owned schools were analyzed, and practical implications such as teacher’s adaptation of PBL were recommended.

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https://doi.org/10.1016/j.dib.2022.108534

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Acknowledgements

We highly appreciate the authors of MWCS who allowed us to use it in our study. To all teachers and students that participated in this study, their support and perseverance towards its completion are recognized. The whole project for the first author was funded by the African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS). We also express our gratitude to the Editor of the International Journal of Science Education, Professor Hans Fischer, and reviewers of Research in Science Education for academic support.

Funding

The whole project for the first author was funded by the African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS).

Author information

Authors and Affiliations

  1. African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), Kayonza, Rwanda

    Stella Teddy Kanyesigye & Jean Uwamahoro

  2. Kampala International University (KIU) Western Campus, Kampala, Uganda

    Imelda Kemeza

Authors
  1. Stella Teddy Kanyesigye
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  2. Jean Uwamahoro
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  3. Imelda Kemeza
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Corresponding author

Correspondence to Stella Teddy Kanyesigye.

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Ethics Approval and Consent to Participate

The researchers sought ethical clearance from the University of Rwanda Research Committee and thereafter obtained authorization to access schools in Mitooma District from the permanent secretary-Ministry of Education, Uganda.

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Appendix 1. Descriptive statistics for normality test

Appendix 1. Descriptive statistics for normality test

 

Experimental vs control group

Statistic

Std. error

Pre_Test

Experimental group

Mean

17.36813

0.544883

95% confidence interval for mean

Lower bound

16.29022

 

Upper bound

18.44603

 

5% trimmed mean

17.14678

 

Median

14.81481

 

Variance

39.190

 

Std. deviation

6.260230

 

Minimum

7.407

 

Maximum

37.037

 

Range

29.630

 

Interquartile range

11.111

 

Skewness

0.548

0.211

Kurtosis

 − 0.080

0.419

Control group

Mean

22.18761

0.658920

95% confidence interval for mean

Lower bound

20.88123

 

Upper bound

23.49398

 

5% trimmed mean

22.18376

 

Median

22.22222

 

Variance

46.457

 

Std. deviation

6.815926

 

Minimum

3.704

 

Maximum

40.741

 

Range

37.037

 

Interquartile range

7.407

 

Skewness

 − 0.134

0.234

Kurtosis

 − 0.103

0.463

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Kanyesigye, S.T., Uwamahoro, J. & Kemeza, I. The Impact of Problem-Based Learning on Students’ Achievement in Mechanical Waves in Secondary Schools. Res Sci Educ 53, 1013–1033 (2023). https://doi.org/10.1007/s11165-023-10119-4

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