Project-Based Learning Model And Senior Secondary Students’ Performance In Physics
ABSTRACT
The study was designed to determine the effect of Project-based learning model and senior secondary students’ performance in physics in Portharcourt Local Government Area of Rivers State. To carry out the study, three research questions and three null hypotheses were formulated. Design for the study was a quasi-experimental non-equivalent control group pre-test and post-test design. The study was carried out in four co-education secondary schools in Portharcourt Local Government Area of Rivers State. Sample for the study consisted of 200 (SS 2) students from four randomly selected intact classes in the sampled schools. Data for the study were collected through three research developed instruments: Physics Performance Test (PPT). The intact classes were assigned to experimental group (I) and (II) respectively. The experimental group (I) and (II) were exposed to project-based learning and lecture method of teaching respectively. Data for the study were analyzed using mean, standard deviation and analysis of covariance (ANCOVA) statistics. The null hypotheses were tested at 0.05 level of probability. Findings of the study revealed that project-based learning model of teaching enhanced students’ achievement in Physics more than conventional method. However there was no significant difference between the effect of project-based learning and traditional method of teaching on students’ interest in Physics. The study also revealed that there was no significant difference in the achievement of male and female students in Physics. Recommendations and suggestions for further study were made based on the findings.
INTODUCTION
Background to the Study
Today’s society is characterized by an increasing rate of complex vicissitudes, challenges, and problems requiring individuals to possess certain skills. It is a society with myriads of complexities, and indistinctness with environmental, social, political, and economic pressures. The labour market is also dynamically competitive, demanding employees who can fruitfully meet workplace challenges, invent, transform, act quickly, and present effective solutions to problems yet unknown. This type of society encourages the learners to possess creativity, collaboration, communication, and critical thinking skills, which have been described as the 21st century skills, to be able to cope and contribute positively to the society.
Meanwhile, the development of any nation has been linked to its scientific and technological development. According to Adikwu (2012), any nation that wants to experience economic growth must have strong commitment toward science. This implies that science plays a significant role in the economic, technological, political, and environmental development of any nation because science has permeated all facets of human life. The universal recognition of the above suggestion is responsible for the prime position that has been accorded to science and Physics alike worldwide.
Within the context of science education, Physics has been identified as a very important school subject and its importance in scientific and technological development of any nation has been widely reported (Zudonu, 2013). It was as a result of the recognition given to Physics in the development of the individual and the nation that is made a core-subject among the natural sciences and other science-related courses in the Nigerian education system. Its inclusion as a core subject in science in the secondary school calls for the need to teach it effectively. This is because effective science teaching can lead to the attainment of scientific and technological greatness.
Project-Based Learning Model And Senior Secondary Students’ Performance In Physics
The affective behaviours in the classroom, performance, and science attitudes are learned (George and Kaplan, 1998), the teachers play a significant part during the learning process and they can unswervingly or vicariously influence the student’s attitudes toward science which its consequence can influence students’ performance. Teachers are, invariably, role models whose behaviours are easily imitated by students. What teachers like or dislike, appreciate and how they feel about their learning or studies could have a significant effect on their students. By extension, how teachers teach, how they behave and how they interact with students can be more dominant than what they teach.
Student’s attitude toward the learning of Physics is a factor that has long attracted attention of researchers. Ojo (1989), Zudonu (2013) and Adesokan (2002) asserted that in spite of realization of the recognition given to Physics among the science subjects, it is evident that students still show negative attitude towards the subject, thereby leading to poor performance and low enrolment.
A student cannot learn Physics effectively without going through some experiences in integrated science (Oshokoya, 1998 and Adesoji, 1999). Other factors that may have causal relationships with students’ academic performance in science, particularly, Physics include teacher attendance at Physics workshop, laboratory adequacy, class size and school location. One of the fundamental problems facing Physics teaching today is the question of how current the professional teachers are. Most teachers who have been employed in the past decades have been doing the same thing, the same way all along. They have no knowledge of the current ideas and innovations that have taken place in the educational field in the recent past. What account for this is that teachers have not been given the opportunity for re-training (Ogunbiyi, 2014 and Zudonu, 2018).
They therefore recommended that teachers should be encouraged to go for workshop training in their areas of specializations. This persistent poor performance in Physics and inappropriate methods of teaching portrays that the current educational pattern is puny or inappropriate (Oludipe, 2010). It is as a result of the need for these changes in instructional methods to enhance learning that the researchers intend to recommend a departure from the conventional lecture method of teaching to one of the most recent constructivist-based teaching strategies known as Problem-Based Learning (PBL) strategy.
Project-based learning is a method that is practically oriented. It is student centered approach to teaching, it fosters critical thinking, problem solving and philosophy of learning by doing. Project-based learning has been very effective in sciences like mathematics, physics and biology etc hence the researcher wish to introduce project based learning method (PBL) in the teaching of Physics which is practically and skill oriented. When students are exposed to practical lessons, their interest will be motivated, their attention will be retained and their academic achievement will be improved. Project-based learning is an educational activity in which a group of students working together during a period of time, receive instruction and feedback from an instructor, work an assignment or (practical) problem acquiring knowledge skills and attitudes, (Baert, Beunens, & Dekeyser, 2012).
Project-based learning is an instructional method centered on the learner. Instead of using a rigid lesson plan that directs a learner down a specified part of learning outcome or objectives, project-based learning allows indepth investigation of a topic (Erdem, 2012; Harris & Katz, 2011). According to Demirhan (2002), project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigating a complex, authentic problems and carefully designed products and tasks.
Project-based learning method is based on the concept that students’ learn better when they are not passive recipient of knowledge. Rogus (2010) assets that students may not be challenged to gain a deeper understating of what is learnt or to apply the content to real situation without actively engaged in activities. By assigning a project or task to students to accomplish, it empowers them to learn outside the classroom lessons and develop contextual situation in which they can transfer the knowledge. With the above principles, project-based learning will be very effective for teaching acquisition of skills and practical skills as applicable in Physics.
According to Omeje, (2004) project-based learning, is an instruction that comprises four components: Purposing, planning, executing and judging. This is seen as a means of teaching the students self-discipline; students have to define the problem, plan their work, find appropriate resources, carry out the plans and draw conclusion. It involves assigning a particular work to students or a group of students to work and compare at their spare time and report to the teacher as when demanded. In the area of food processing and preservation, in Physics, this method could be very effective where students could be given a project to preserve a particular food items and use it to prepare a particular food.
Project based learning actively engages in problem solving learning process through planning, doing and completing projects. The new teaching paradigm embraces the belief that children learn best by applying concept to real world scenarios. (Chard, 2001) the Chinese philosopher, Confucius stated this concept concisely “I hear and I forget, I see and I remember, I do, and I understand”. It is through this process that the brain gains understanding and assimilation of the lesson being learned and retains the understanding of that lesson at a higher rate than traditional classroom, single topic instruction. Project – based learning is considered to be revolution in education, replacing out dated passive learning model of single topic study with active learning using “multiple – intelligence.”
Project-based learning, according to Biajone (2006), is a systematic teaching method that engage students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks. Gulbahar and Tinmaz, (2006) in their study asserted that project-based learning can produce positive attitudes towards students learning process, work routines, abilities in problem-solving and self-esteem. This implies that project based learning is a method through which the teacher can promote students positive attitude, interest, achievement and retention in learning.
With project based learning children are exposed to a wide range of skills and competences such as collaborations, project planning, decision making, and time management (Blank, 1997, Dickinsen 1998). Project-based learning also increases motivation, teachers often note improvement in attendance, more class participation and greater willingness to do home work (Bottoms and Underwood, 1997). It also helps students retain more knowledge and skill when they are engaged in stimulating projects. With projects; kids use higher order thinking skills rather than memorizing facts in an isolated context without a connection to how and where they are used in the real world (Blank, 1997; Bottoms & Webb, 1998; Reyes; 1998).
Project-Based Learning Model And Senior Secondary Students’ Performance In Physics
Through collaborative learning PBL allows students to bounce ideas of each other, voice their own opinions, and negotiate solutions and skills that will be necessary in the work place (Bryson, 1994; Reyes, 1998). It enables student to make and see connections between disciplines, increase social and communication skills and provides opportunities to contribute to their school community. It enables children take pride in accomplishing something that has value outside the classroom and allow children to use their individual strengths and diverse approaches to learning (Thomas, 1998). It also provides a practical, real world way to learn to use technology (Kadel, 1999; Moursand, Dielefeldt, & Underwood, 1997), and increase problem solving skills (Moursnrd, Dielefeldt & Underwood, 1997).
Project-based learning, which is one of these methods, leads students to research and produce and ensures them to build their own learning processes. Through project-based learning (PBL), there will be a contribution to raising individuals who are conscious of their own learning and skills, structure knowledge, and actively participate in the learning process. Project-based learning is one of the active learning methods where some problems and incidents encountered in real life are investigated and the results are expressed in oral presentations or written reports (Krajcik, Czerniak and Berger, 1999; Thomas, 2000). The occurrence of project-based learning approach has taken a long time. It can be said that John Dewey’s Reorganization and Active Learning, Kilpatrick’s Project Method, and Bruner’s Learning Approach through Invention are cornerstones of the formation of PBL approach (Korkmaz and Kaptan, 2001).
Project-Based Learning Model And Senior Secondary Students’ Performance In Physics
By PBL, it is aimed that the students acquire scientific skills and furthermore, increase their academic performances (Ayaz and Söylemez, 2015). Demirhan and Demiral (2003) emphasize that project-based learning; develop and enrich the learning skills of the students, provide life-long learning, get them adopt the habit of scientific study, enable students to participate in learning activities based upon teamwork and collaboration, allow the use of different dimensions of intelligence, give significant information to family, teacher, school administration regarding the student’s performance, develop problem-solving skills and problem-based learning skills. In addition to this, Project-based learning provides students various skills. These involve life-sustaining skills, the skill of using technology, cognitive process skills, self-control skills, attitudes, tendencies, and beliefs (Demirhan and Demirel, 2003); Bayraktar, 2015). It is against this background that the study sought to find out the effect of Project-based learning model and senior secondary students performance in physics in Portharcourt Local Government Area.
Statement of the Problem
The persistent poor performance of students in physics as revealed by both research results and WAEC Chief Examiners‟ Reports calls for concern especially for teachers of physics that taught the students. Many teaching and learning strategies exist in education. All the strategies are meant to make teachers succeed in their bid to disseminate knowledge. However, little are considered on some factors that are necessary before selecting the appropriate strategies. Also the strategies used in teaching students are not effective for teaching and learning and this negate their academic performance.
The yearning for quality and effective instruction delivery has been a long standing objective of science education. The emerging concern for the poor performance of students in school science and its resultant consequence on the production and development of future scientist, engineers and technologies had led to the search for instructional strategies that promote effective and improved science learning. Consequently, instruction strategy has become a focus of research for two or more decades. Physics knowledge is vast; its scope in each discipline is on the increase. Physics educators have come to realize that trying to teach physics as a list of facts to be memorized rather than understood is a futile exercise.
It was observed that there is a dearth of empirical focusing on instructional strategies that can enhance teaching and learning of concepts in physics. Academic performance of students in physics has been persistently low. The need to redress this alarming academic problem necessitated exploring the effect of problem based teaching strategies. For more than a decade now, the different instructional strategies employed in teaching physics have not improved students’ performance in the subject to an appreciable extent. It is therefore, pertinent at this critical time when high premium is placed on science and technology as the bedrock of national development and advancement to search for an approach for teaching physics in order to enhance maximum outcome.
Purpose of the Study
The main purpose of this study is to investigate the difference between Project-based learning model and senior secondary students’ performance in physics in Portharcourt Local Government Area of River State. Specifically, the study sought:
- To investigate the extent to which the use of project-based learning model enhance senior secondary students performance in physics in Portharcourt Local Government Area enhance the academic performances of students with low ability level and those taught with conventional method in physics.
- To compare the academic performance of physics students taught with project-based learning model and those taught with conventional learning strategy.
- To compare the academic performance of male and female physics students taught with project-based learning model and those taught with conventional method.
Research questions
The following research questions were formulated to guide the study;
- What is the difference between mean performance of students taught physics using Project-based learning model and those taught using traditional method?
- What is the difference between the mean retention of SS II Physics students taught using PBL and those taught using conventional method?
Research Hypotheses
The following research hypotheses were postulated to guide the study
- There is no significant difference between the mean performance of taught physics using problem-based learning and those taught using traditional method
- There is no significant difference between the mean retention of students taught using problem-based learning.
- There is no significant difference between the mean scores of male and female students taught using problem based learning strategy and those taught using traditional strategy.
Significance of the study
The study will be of great benefits in the following ways as it will encourages ingenuity on the part of the teachers in utilizing effective teaching methods in physics.
- This study will encourage the teachers and learners to use all available resource during the teaching-learning process.
- The study will help build self-confidence in students and develop their understanding through working in group.
- This study will help inspire the students to apply their creative ideas, knowledge and minds in solving problems
- This study will help increase students attention and willingness to respond to the educational setting.
- This study will help students to focus their thinking, interaction and attention in the lesson for proper analyzing of information.
- Generally, by undertaking the study, the researcher hopes that, the results of the findings will be of benefit to students, teachers, educational planners, curriculum developers etc in directing their efforts to relevant (appropriate) areas which will help improve & sustain academic achievements of students in physics.