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Impact of problem based learning on teaching biology for higher secondary students

Author: 
Dr. B. Ranjanie
Subject Area: 
Social Sciences and Humanities
Abstract: 

The aim of the study was to determine the impact of problem based learning strategy to teach biology for eleventh standard students to enhance the higher order thinking skills. In the present study quantitative data were obtained by adopting quasi single group experimental design via pretest/post test method. The research study was conducted on 106 eleventh standard students studying in Ambattur, Chennai during the year 2013-2014 in three different types of schools namely government school (n=34), government aided school (n=41) and private school (n=31) through the purposive cluster sampling technique. The treatment includes three months, 60 hours in each school to test the strategy excluding pretest, post test and retention test. In the research the measurement used was achievement test. It was constructed based on the cognitive domain of bloom’s taxonomy of behavioral objectives. The Cronbach reliability coefficient of the achievement test was 0.77. Printed module was prepared by the researcher and distributed to the students about the subject matter which was taught in the problem based learning method which includes open-ended questions, problem scenarios, ill structured problems, case studies and self activities, worksheets were dealt for all the eleventh standard students (n=106) studying in different types of schools. Initially Pretest was administered to find the entry level behavior of the students followed which treatment was given for a period of three months, 60 hours in each school and post test was conducted to test the effect of Problem based learning strategy among the students. Delayed post test was conducted after the interval of sixty days to find out the retention level of students. Results revealed that students have acquired higher order thinking skills by adopting the problem based learning strategy and significant difference was found in the post test and retention test at 0.05% level of significance at the analysis and synthesis levels of cognitive domains in the achievement test.

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