Davidson, Vincent Chukwujekwu
(2018)
The Effect Of Stem Problem-Based
Learning On Achievement In Simple
Machines, Interest In Learning Science
And Self-Regulated Learning In
Science Among Junior Secondary
School Students In Nigeria.
PhD thesis, Universiti Sains Malaysia.
Abstract
The objective of this study was to examine the effect of STEM PBL on the
Basic Science achievement test, interest in learning science and self-regulated learning
in science. Specifically, the study was to assess the effect of STEM PBL on two groups
of learners. These are the low ability learners and high ability learners. The study also
tried to determine whether the effect of STEM PBL on Basic Science achievement
test, interest in learning science and self-regulated learning in science was higher on
low ability learners or high ability learners or whether the effect is the same for both
groups. The study used stratified random sampling to compose a class of low ability
learners and another class of high ability learners. The study employed preexperimental
research design. There were two groups of learners, a pretest, post-test
and a delayed post-test for low ability learners and high ability learners. The study was
conducted as an out-of-school experiment so there was no need for a control group.
The treatment was lasted for three months. The independent variable is STEM PBL,
there were three dependent variables are Basic Science achievement test, interest in
learning science and self-regulated learning in science. Learners’ ability was the
moderating variable. It was found that STEM PBL positively affects Basic Science
achievement test, interest in learning science and self-regulated learning in science.
The effect was more for low ability learners than high ability learners. The study showed that STEM PBL could be a very good approach that will enable low ability
learners to perform better in Basic Science.
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