Through the learning of physics, students will acquire problem solving skills which are relevant to their daily life. Determining the best way in which students learn physics takes a priority in physics education. The goal of the present study was to determine the effect of problem based learning strategy on students' problem solving skills and its role in building their motivation. A quasi-experimental research method was adapted. Problem solving inventory test and motivation scale were used to collect data. Subjects included were 81 grade 12 students taken from Wachemo Preparatory school. There was a mean difference between comparison and experimental groups. The covariate analysis shows that the difference was statistically significant with effect size above average. However, there was insignificant difference in motivation to learn physics. The study suggested that to improve students' achievement, schools must adapt the PBL method carefully. However, students' motivation to learn physics remains vague.

In this changing world, peoples are often challenged with problems that require the use of scientific information so that they are able to make informed decisions. However, the study of physics is entangled with many problems including the belief that it is a male domain and the way it is presented to students. The purpose of this study therefore, was to explore the role of Problem Based Learning (PBL) by applying five step problem solving strategy in enhancing conceptual understanding of female students. The study was conducted in Bonga College of teacher education, Ethiopia. To achieve the goal of the study, pedagogical experiment was applied. Data were collected using conceptual understanding inventory test and questionnaire. There was a mean difference between comparison and experimental groups. The difference was statistically significant with large effect size. Students in the experimental group shows good motivation towards the strategy. Based on the findings, it was suggested to apply the five step problem solving strategy at college and tertiary level. Because, this strategy was helpful for students to scrutinize the connection between theory and practice, improves their motivation to learn, and eradicates rote memorization. It also helps to understand concepts and principles central to physics.

In the process of reaching a medium income country, science, mathematics and technology have become an emphasis of Ethiopia. But, currently, students' interest to study mathematics and ability in mathematics is declining. This study therefore aimed to investigate the prevalence of mathematics anxiety and its effect on students' current mathematics achievement. Additionally, by grounding on the literature, some strategies supposed to reduce the negative effects of math anxiety were identified for practice. The study was conducted on five randomly selected public secondary schools of East Shoa Zone in Oromia region. Math anxiety was measured using a validated instrument called Math Anxiety Rating Scale (MARS), whereas students' current mathematics achievement was measured using achievement test. Structural model was developed to examine causal relationship of the variables treated in the study. The finding revealed that there was a significant negative relationship between mathematics anxiety and achievement. There was also a statistically significant gender difference in mathematics anxiety and current math achievement, with effect size small and typical respectively. Based on the findings of the study, imperative implication for practice and future research were made.

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As the nexus between personalized learning and technology-mediated learning, self-regulated learning is a topic of great research interest and a range of issues are still open for investigation. There is a substantial interest in the instructional tools supporting SRL in digital learning environment. In this chapter, the authors present an empirical evidence of self-regulated learning experiences dwelled in a blended learning environment in higher education. In this particular context, the experiences obtained from two intervention groups who engaged in the same blended learning course were examined. The purpose is to provide an insight regarding the current trajectories of learning in terms of student-centered approach with relation to emerging pedagogical practice. Results show that pedagogical approach does not guarantee a pleasingly improved learning; rather, there is a need for additional mechanism that might raise students' interest. Subsequently, imperative implications for educators, researchers, and curriculum developers are forwarded.