Impact of Problem-Based Learning on Learner Achievement and Problem-Solving Skills on Environmental Non-Metal Pollution

Joe Simunza, Asiana Banda and Patrick Hayumbu
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Joe Simunza: DKenneth Kaunda Secondary School, P.O. Box 480096, Chinsali, Muchinga Province, Zambia
Asiana Banda: School of Mathematics and Natural Sciences, Copperbelt University P.O. Box 21692, Kitwe, Copperbelt Province, Zambia.
Patrick Hayumbu: School of Mathematics and Natural Sciences, Copperbelt University P.O. Box 21692, Kitwe, Copperbelt Province, Zambia.

International Journal of Research and Innovation in Social Science, 2020, vol. 4, issue 8, 522-533

Abstract: This study investigated the impact of Problem -Based Learning (PBL) on learner achievement and their problem solving skills on environmental non-metal pollution. Learners’ attitude towards environmental non-metal pollution was also evaluated. The study implemented a quasi-experimental design involving the pre-test, post-test control group design. The research sample consisted of two grade 12 classes (total of 95 learners) studying Chemistry 5124 at Kenneth Kaunda Secondary School in Chinsali District of Muchinga Province. Learners in the experimental group were instructed via PBL, while the lecture and discussion methods were used in the control group. Achievement test, problem solving skills test and attitude questionnaire were used to assess three parameters, namely; understanding of the topic, problem-solving skills on the topic and learners’ attitude towards the topic. An independent samples t-test was used to compare achievement of the two groups at 95% confidence level. Problem-solving skills data were analysed descriptively by computing frequencies while attitude data were analysed using descriptive (mean) and inferential statistics (Mann-Whitney U–test). The study findings indicated a significant difference between the experimental and control group (t (df=93) =3.554, p = 0.001 ˂ α = 0.05 two tailed). Problem solving skills assessment results reflected that learners’ problem solving skills of the experimental group (75.6%) increased more than that of the control group (42.0%). The attitude results indicated that learners’ liking, interest and motivation towards the topic increased more in the experimental group compared to the control group with attitude mean of 4.11 (SD = 1.059) and 3.42 (SD =1.346), respectively. The value of U= 557.000, Exact. Sig (2-tailed) = 0.00. Based on the findings, it is recommended that PBL instruction be used in teaching environmental pollution arising from non-metals as it showed a positive impact in concept learning, problem-solving skills and learners’ attitude towards learning.

Date: 2020
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