Scholarly article on topic 'The effects of modern methods on the stability of achievement - in physics of yefren- Libya primary school'

The effects of modern methods on the stability of achievement - in physics of yefren- Libya primary school Academic research paper on "Economics and business"

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{"Problem Based Learning" / "Academic Achievements Stability" / "Primary School"}

Abstract of research paper on Economics and business, author of scientific article — S.M. Elkhamoshi

Abstract The purpose of this study was to determine effects of Problem Based Learning (PBL) on the academic achievements stability in Physics of Yefren – Libya primary school (seven class) by a physics test designed by the researcher, This study used the descriptive analytical method after data collection by questionnaire and evaluation test on the occasion of this type of approach to such research studies, Results showed a statistically significant difference between the mean scores of the two sets of study in the stability of the achievement test dimensional, and that was the difference for the experimental group which studied students of physics in a way of problem based learning (PBL)

Academic research paper on topic "The effects of modern methods on the stability of achievement - in physics of yefren- Libya primary school"

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Procedía Social and Behavioral Sciences 12 (2011) 133-136

International Conference on Education and Educational Psychology (ICEEPSY 2010)

The effects of modern methods on the stability of achievement in physics of yefren- Libya primary school

Dr S.M. Elkhamoshi*

Department of physics, Faculty of education, Aljabal Algharbi University ( Zawia- Libya)

Abstract

The purpose of this study was to determine effects of Problem Based Learning (PBL) on the academic achievements stability in Physics of Yefren - Libya primary school (seven class) by a physics test designed by the researcher, This study used the descriptive analytical method after data collection by questionnaire and evaluation test on the occasion of this type of approach to such research studies, Results showed a statistically significant difference between the mean scores of the two sets of study in the stability of the achievement test dimensional, and that was the difference for the experimental group which studied students of physics in a way of problem based learning (PBL)

Key words: Problem Based Learning, Academic Achievements Stability, Primary School

Introduction

Problem-Based Learning (PBL) was developed in North America almost thirty years ago to prepare medical students for the realities of clinical practice (Barrows, 1996). In this approach, the role of the teacher is to guide and facilitate learning (Barrows, 2002; Torp & Sage, 2002). It has been supported in the literature that PBL positively influence on creative thinking, problem solving,

1877-0428 © 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr. Zafer Bekirogullari of Y.B. doi:10.1016/j.sbspro.2011.02.018

academic achievement, attitude, scientific process. For instance, Tavukcu (2006) and Bayrak (2007) investigated the effects of PBL on academic achievements, scientific process skills and attitudes towards lesson of students through a pretest-posttest control group design, and reported that the PBL group had higher scores in academic achievement, attitude towards lesson and scientific process skill measures in comparison to the control group. Similar a positive influence on academic achievement was reported by Tasoglu & Bakag (2009) in a study which aimed to determine the effects of problem based learning (PBL) and traditional teaching methods (TTM) on students' academic achievements. In a similar study Selguk and Qaliskan (2010) compared the effects of problem-based learning (PBL) and traditional methods on student teachers' satisfaction with an introductory physics course results indicate that the (PBL) group was more satisfied than the TTM group. There are many studies indicate that there is an improvement in academic achievement of students when applying the PBL method (Polanco et al, 2004; Tandogan, 2006; Oskay, 2007; Tarhan, Ayar, Ozturk & Acar, 2008).

All of the above study are important and have produced useful results but it will be of particular interest if PBL is investigated in the context of sustainability as well. This study is also important in the context of Libiyan schools where no considerable research is available in the area. Therefore the aim of this study is to investigate the effects of (PBL) on the stability of academic achievements in physics of Yefren - Libya primary school (seven class)

Method

In this research, the post test control group design was implemented to investigate the effects of PBL and TTM on students' stability of academic achievements in physics after one academic year. The research was conducted with 57 students attending 8th class of primary school as experimental group and 73 student attending of 9th class of primary school as control group of "Alnaser School" in yefren libya on 2009-2010 academic years. The Students assigned to the experiment group they was study the physics by PBL on 2008\ 2009 academic year at 7th class of primary school. The student assigned to the control group they was study the physics by TTM on 2008\ 2009 academic year at 8th class of primary school

Table 1. The Distribution of Participants with Respect to Groups

Method No of student Group

PBL 50 8th class (1)

TTM 73 9th class (2)

The test which consisted of 20 multiple-choice and 12 open-ended items was developed to identify students' knowledge about "Measure the temperature and time and the rate" unit for the 7th class student of the primary schoo and "transmission of heat" unit for the 8th class student of the primary schoo . For validity measures the test was shown to the experts including practicing teachers and teachers trainer for expert opinion and necessary amendments were made in the items.

Results and Discussion

For the first hypothesis under investigation which is stated below

"There is no statistically significant difference between the average scores in the student of eighth grade of primary education, who studied physics in a way to solve problems, and the average degree of their colleagues from the ninth grade who have studied physics in the usual way, in the achievement test is due to the way of teaching." For analysis of this hypothesis, the sample members used in the achievement test, was to find the arithmetic average of the scores of the students each of the two groups of study from the table (2) that the average scores of the students in the control group for the achievement test (60.64), and the average scores of the students in the experimental group achievement test (71.44), from the Fig (1) and (2) the scores of the student in the Experimental group which from 85-100 are 14% but in the control group are 1.36% , and the scores of the student in the Experimental group which from 75-84 are 36% but in the control group are 12.3%.Which means that the achievement test was for the benefit of students of the experimental group

Table 2. Analysis of Experimental and Control Group Group mode min average

(1) 78 75 71.44

(2) 55 41 60.64

scores of the student ( TTM group)

Fig (1)

Fig (2) scores of the student ( PBL group )

■ 16

■ 14 ■ 12 ■10 ■8 6 4 2 0 0

35- 50- 65- 75- 85 49 64 74 84 10

Conclusion and Recommendation

The analysis shows that there is a statistically significant difference between the mean scores of the two groups of the students. sets of study in the stability achievement test, and that was the difference for the experimental group which studied students of physics in a way PBL and thus the teaching of physics in a way to PBL more effective than the TTM way has attributed this result to the teaching of physics in a way to PBL to make the students of the experimental group at the center of the educational process, learning, and provided him with a learning environment learning.

References

Barrows, H. S.(1986). A Taxonomy of Problem-Based Learning Methods. Medical Education,20, 481-486.

Barrows, H.S. (2002). Is it truly possible to have such a thing as dPBL? Distance Education, 23 (1), 119-122.

Bayrak, R. (2007). Probleme Dayali Ogrenme Yaklasimi ile Katilar Konusunun Ogretimi. Yayinlanmis Doktora Tezi, Ataturk Universitesi Fen Bilimleri Enstitusu.

Oskay, O.O. (2007). Kimya Egitiminde Teknoloji Destekli, Probleme Dayali Ogrenme Etkinlikleri. Yayinlanmis Doktora Tezi, Hacettepe Universitesi Fen Bilimleri Enstitusu.

Polanco, R., Patrica, C. & Francisco, D. (2004). Effects of a Problem-Based Learning Program on Engineering Students' Academic Achievements in a Mexican University 1. Innovations in Education and Teaching International, 41 (2), 145-155.

Selguka, G. S. & Qaliskan, S. (2010) A small-scale study comparing the impacts of problem-based learning and traditional methods on student satisfaction in the introductory physics course. Dokuz Eylul University, Turkey

Torp, L. & Sage, S. (2002). Problem as Possibilities: Problem-Based Learning for K-16 Education (2nd ed.) . Alexandria, USA: Association for Supervision and Curriculum Development, (Chapter 2).

Tavukcu, K. (2006). Fen Bilgisi Dersinde Probleme Dayah Ögrenmenin Ögrenme Ürünlerine Etkisi. Yayinlanmis Yüksek Lisans Tezi,Zonguldak Kara Elmas Üniversitesi Sosyal Bilimleri Enstitüsü.

Tasoglu,A. K. & Bakag,M. (2009) The effects of problem based learning and traditional teaching methods on students' academic achievements, conceptual developments and scientific process skills according to their graduated

high school types. Dokuz Eylül University, Turkey

Tandogan, R., Ö. (2006). Fen Egitiminde PDÖ'nin Ögrencilerin Basarilarina ve Kavram Ögrenmelerine Etkisi. Yayinlanmis Yüksek Lisans Tezi, Marmara Üniversitesi Egitim Bilimleri Enstitüsü.