The Effect Of Stem Problem-Based Learning On Achievement In Simple Machines, Interest In Learning Science And Self-Regulated Learning In Science Among Junior Secondary School Students In Nigeria
Year: 2018
Type: dissertation
Study design: Clinical Trial
Abstract: The objective of this study was to examine the effect of STEM PBL on the \nBasic Science achievement test, interest in learning science and self-regulated learning \nin science. Specifically, the study was to assess the effect of STEM PBL on two groups \nof learners. These are the low ability learners and high ability learners. The study also \ntried to determine whether the effect of STEM PBL on Basic Science achievement \ntest, interest in learning science and self-regulated learning in science was higher on \nlow ability learners or high ability learners or whether the effect is the same for both \ngroups. The study used stratified random sampling to compose a class of low ability \nlearners and another class of high ability learners. The study employed preexperimental \nresearch design. There were two groups of learners, a pretest, post-test \nand a delayed post-test for low ability learners and high ability learners. The study was \nconducted as an out-of-school experiment so there was no need for a control group. \nThe treatment was lasted for three months. The independent variable is STEM PBL, \nthere were three dependent variables are Basic Science achievement test, interest in \nlearning science and self-regulated learning in science. Learners’ ability was the \nmoderating variable. It was found that STEM PBL positively affects Basic Science \nachievement test, interest in learning science and self-regulated learning in science. \nThe effect was more for low ability learners than high ability learners. The study showed that STEM PBL could be a very good approach that will enable low ability \nlearners to perform better in Basic Science.
Author: Vincent Chukwujekwu Davidson
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3165269092