The Impact of Problem Based Learning on Learners’ Academic Achievement in Chromatography and Science Learning Activation

Mambwe Emmanuel Chileya and Prof. Overson Shumba
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Mambwe Emmanuel Chileya: Lundazi Day Secondary School, Ministry Of General Education, Lundazi, Zambia
Prof. Overson Shumba: Department of Mathematics and Science Education, School Of Mathematics and Natural Sciences, Copperbelt University, Kitwe, Zambia

International Journal of Research and Innovation in Social Science, 2020, vol. 4, issue 9, 778-785

Abstract: This study explored the impact of problem-based learning on learners’ academic achievement in chromatography and science learning activation. The study was grounded in the constructivism theory of learning and involved two grade ten classes studying Chemistry 5054 at Nyamphande Boarding Secondary School in Petauke, Eastern province, Zambia. The two classes had 92 learners. The study adopted a quasi-experimental design and mixed research method. The experimental group was instructed via Problem-based learning while the control group was taught using Structured Inquiry-based science education approach. Before the instructions, a chromatography achievement and problem-solving skills test was administered to test for equivalency. Achievement was assessed using results from a chromatography achievement and problem-solving skills test while the one that related to science learning activation was assessed using results from a questionnaire. A t-test was used to compare achievement of the experimental and control groups at 95% confidence level while science learning activation data was analysed descriptively by computing frequencies and percentages. Results and findings obtained both from the achievement test and a science learning activation questionnaire survey revealed that problem-based learning approach contributed positively to learners’ achievement and science learning activation. Results of this study suggest that learners in the experimental group were highly activated in fascination in science, moderately activated in values, competency beliefs, science identity and STEM career preference while they exhibited low activation in scientific sense making. Learners in the control group also showed improvement in achievement but not as much as those in the experimental group. The results revealed that Problem-based learning had a positive impact on learners’ academic achievement and science Learning Activation.

Date: 2020
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