Effectiveness of Problem-Based Learning to the Performance of Grade 8 Students in Science: Basis for Instructional Supervision

AUTHOR(S)

JEMALYN D. GALO

ABSTRACT

—— Contemporary developments in science and technology have necessitated changing in instructional strategies and approaches in teaching and learning science especially in the secondary schools for developing learners’ skills that would make them competitive in the 21st century world. Students must possess the needed skills to combat life’s difficulties and challenges. With these advancements in the science curriculum, teachers and school administrators are motivated and triggered to formulate intervention programs to address the needs of the students today. Hence, this study was formulated to evaluate the effectiveness of problem-based learning in improving the performance of Grade 8 students in science. From the result of the study, the researcher developed an instructional supervision plan to be utilized by the school administrators and mentors in conducting monitoring and provision of technical assistance for the improvement of the intervention activities. A researcher-made science test which covers the 2nd quarter learning competencies was used to measure the performance of the students before and after the integration of problem-based learning in science. Simple percentage and t-test of mean difference were the statistical tools used to interpret the result of the study. The study revealed a significant difference in the performances of Grade 8 students in science before and after the integration of problem-based learning. This implies effectiveness of the intervention provided to the students. The integration of problem-based learning in teaching science encourages students to take an active role in their learning. By working on authentic problems, conducting experimental activities, and providing relevant and interactive activities to the students in finding solutions to the problems presented, students become more self-directed and independent learners. Further, it turned out that students learn to discuss among themselves their activities, they freely share their ideas about a phenomenon and other experiences, collaborate with their team members in solving complex problems and most importantly, they were able to apply the concepts in science in their day-to-day activities which helps deepen their understanding and able to construct meaningful knowledge. Hence, from this study, it is evident that integrating problembased learning in teaching science concepts is an effective approach in improving the performance of the students for the subject. It is recommended that school heads and mentors must craft assessment tool to measure the level of learning of the students while utilizing problem-based learning in science. Keywords — Effectiveness, Problem-Based Learning, Performance, Grade 8 Students, Science, Instructional Supervision