Effectiveness of problem‐based learning on academic performance in genetics

Abstract

This study aimed at comparing the effectiveness of problem-based learning (PBL) 1 and traditional lecture-based instruction on elementary school students' academic achievement and performance skills in a science unit on genetics while controlling for their reasoning ability. For the specified purpose, two instructional methods were randomly assigned to intact classes of two different teachers. Each teacher had both PBL classes and traditional classes. Although students in PBL classes (n = 126) worked on ill-structured problems cooperatively with the guidance of the teacher, students in traditional classes (n = 91) received instruction based on teacher's explanations, discussions, and textbooks. Genetics Achievement Test was developed by researchers to measure the academic achievement and performance skills. Multivariate Analysis of Covariance results showed that the PBL students had higher academic achievement and performance skills scores (M = 11.44 and M = 2.67, respectively) when compared with those in traditional classes (M = 10.91 and M = 2.20, respectively). This indicated that the PBL students tend to better acquire scientific conceptions related to genetics and integrate and organize the knowledge. Moreover, it was found that the reasoning ability explained a significant portion of variance in the scores of academic achievement and performance skills.Keywords: Problem-based learning, elementary school, genetics, academic, performance.Problem-based learning (PBL) is an instructional approach that allows students to interact with their environment while dealing with ill-structured problems. In PBL classrooms, knowledge evolves through social negotiation. Furthermore, problems with no clear-cut solution encourage students to take alternative point of views and strategies into consideration and apply their newly constructed knowledge into new areas [1][2][3]. In fact, through addressing problems with no single, correct solution, students learn how to assess what they know, identify what they need to know, gather information, and collaborate on the evaluation of hypotheses and ideas based on the data they collected. As students attempt to deal with the problem, the nature and definition of the problem may change. Teachers serve as facilitators, and students are only given guidelines for approaching the problems. Students take responsibility for what is learned and how [4].PBL was first introduced in the medical schools and has had a major impact on thinking and practice in medical education for the past 30-40 years. This approach has been based on active learning in small groups, with clinical problems used as the stimulus for learning, and it has been evaluated in medical literature for its ability to incorporate realistic experiences in the classroom [5][6][7][8][9][10][11][12]. Apart from the studies conducted in the field of medical education, there are studies in the literature that aimed at adapting PBL for use in elementary and high school settings [13][14][15][16][17][18][19]. Results, in general, rev...

Exploring Annotated Drawing For Improving Nigerian Secondary School Students Achievement in Genetics

“…These include inheritance, reproduction, and meiosis (Bahar, Johnstone, and Hansell, 1999;Cavallo, 1996;Knippels 2002;Lewis and Leach, 2004;Lewis and WoodRobinson 2000;Schwartz and Lederman, 2004). Araz and Sungur (2007) declare annotated drawing a metacognitive strategy. There is an understanding with the efficacy of annotated drawing for meaningful science teaching and learning.…”

The Effect of Project Based Learning on Seventh Grade Students’ Academic Achievement

“…Based on the literature review, there can be seen many studies investigating the effect of PBL on science achievement (Araz & Sungur, 2007;Ayan, 2012;Filippatou & Kaldi, 2010;Lee & Tsai, 2004;Frank & Barzilai, 2004;Yalçın, Turgut & Büyükkasap, 2009). Ayan (2012) found that there was no significant difference between the achievement test post-test scores of experiment and control groups in the unit of light at fifth grade level.…”

Probleme dayalı öğrenmenin başarıya ve öz-düzenleyici öğrenme becerilerine etkisi

“…Ancak bu süreçte, öğrencilerin bilgi edinme açısından yetersiz kalacakları, öğretmenlerin alışkın oldukları otoritelerini ve kullandıkları öğretim stillerini bırakmakta isteksizlik yaşayabilecekleri, problem çözümünün beklenenden uzun ya da kısa sürmesi sonucunda oluşabilecek açıklığı öğretmenlerin iyi kontrol edememe durumunun olması, yöntemin bazı derslere uygulanmasında yaşanan sıkıntılar, kontrollü öğrenmenin olmaması sebebiyle her öğrencinin eşit akademik başarı düzeyine ulaşamayacağı gibi endişelerin ortaya çıktığı görülmektedir (Kaptan ve Korkmaz, 2001;Savery ve Duffy, 1995;Şenocak, 2005). Buna rağmen günümüze dek yapılmış ilgili çalışmalar incelendiğinde, öğrencilerin akademik başarılarını arttırabilmek için PDÖ'yi işe koşan bir çok çalışmanın yapıldığı görülmektedir (Araz ve Sungur, 2007;Demirel ve Arslan Turan, 2010;Deveci, 2002;Erdem, 2006;Kuşdemir, 2010;Özgen ve Pesen, 2008;Şendağ ve Odabaşı, 2009). Dağyar ve Demirel (2015) tarafından yapılan meta-analiz çalışmasında PDÖ'nin geleneksel öğretime kıyasla akademik başarıyı arttırma açısından yüksek düzeyde etkili olduğu sonucuna ulaşılmıştır.…”