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Effect of problem-based learning on students' attitude towards learning physics: a cohort study.

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Problem-based learning significantly improved students' attitudes towards physics more than traditional methods. This approach encourages students to think like scientists, enhancing their engagement with science concepts.

Keywords:
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Area of Science:

  • Educational Psychology
  • Physics Education

Background:

  • Student attitude is a key factor influencing learning engagement and pedagogical approaches.
  • Understanding student attitudes is crucial for educators, policymakers, and researchers to foster interest in subjects like physics.

Purpose of the Study:

  • To investigate the impact of problem-based learning (PBL) on secondary school students' attitudes toward learning physics.
  • To compare the effectiveness of PBL with traditional instruction in shaping physics learning attitudes.

Main Methods:

  • A quantitative, quasi-experimental design with cross-sectional survey techniques was employed.
  • 419 13th-grade students from Ugandan secondary schools participated, divided into PBL and traditional instruction groups.
  • The Views About Science Survey (VASS) was used to collect data over 12 weeks, analyzed using SPSS.

Main Results:

  • Both PBL and traditional instruction led to statistically significant positive changes in student attitudes towards physics.
  • The PBL group demonstrated a greater increase in positive, expert-like attitudes compared to the traditional group.
  • PBL fostered a more pronounced inclination towards thinking like a scientist among students.

Conclusions:

  • Problem-based learning is a more effective instructional strategy than traditional methods for enhancing physics learning attitudes.
  • Secondary school educators are encouraged to integrate PBL into science teaching, particularly for physics.
  • Adopting PBL can cultivate a deeper, more scientific mindset in students learning complex concepts.