International Journal of
Science and Technology Education Research

  • Abbreviation: Int. J. Sci. Technol. Educ. Res.
  • Language: English
  • ISSN: 2141-6559
  • DOI: 10.5897/IJSTER
  • Start Year: 2010
  • Published Articles: 72

Full Length Research Paper

A comparative study of problem-based and lecture-based learning in secondary school students’ motivation to learn science

Achuonye Keziah A.
Department of Curriculum Studies/Instructional Technology, Rivers State University of Education, Port Harcourt, Nigeria.
Email: [email protected]

  • Article Number - AA53CB12413
  • Vol.1(6), pp. 126-131, November 2010
  •  Accepted: 12 October 2010
  •  Published: 30 November 2010

Abstract

Problem-based learning (PBL) is an innovative method involving problem-first learning via work in small group and independent study. With its promises, PBL is gaining popularity in higher institutions. The purpose of this study, therefore, is to compare PBL and lecture-based learning (LBL) in Senior Secondary School (SSS) students’ motivation to learn science. Eight-hundred and ten (810) science SSS II students were used. Students’ interest inventory (SII) was used for data collection. The Statistical Package for Social Sciences (SPSS) software (version 9.0) aided data analysis using mean (X) and standard deviation (SD). The difference between two means was calculated using t-test, and the significance level was set at alpha 0.05. The findings show that PBL enhanced students’ motivation to learn Biology more than the LBL. It also proved that PBL-students, though particularly the boys, are more inclined to taking responsibility of their own learning. Thus, this study having proved that PBL is equally useful at secondary school level, it is expected that some fresh perspectives on applications of PBL on secondary school students would issue from here.

Key words: Intrinsic motivation, active-learning, constructivism.

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