Effectiveness of problem-based learning on academic performance in genetics

Date

2007-11-01

Author

Araz, Guelsuem
Sungur, Semra

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

41
views

0
downloads

This study aimed at comparing the effectiveness of problem-based learning (PBL)(1) and traditional lecture-based instruction on elementary school students' academic achievement and performance skills in a science unit on genetics while controlling for their reasoning ability. For the specified purpose, two instructional methods were randomly assigned to intact classes of two different teachers. Each teacher had both PBL classes and traditional classes. Although students in PBL classes (n = 126) worked on ill-structured problems cooperatively with the guidance of the teacher, students in traditional classes (n = 91) received instruction based on teacher's explanations, discussions, and textbooks. Genetics Achievement Test was developed by researchers to measure the academic achievement and performance skills. Multivariate Analysis of Covariance results showed that the PBL students had higher academic achievement and performance skills scores (M = 11.44 and M = 2.67, respectively) when compared with those in traditional classes (M = 10.91 and M = 2.20, respectively). This indicated that the PBL students tend to better acquire scientific conceptions related to genetics and integrate and organize the knowledge. Moreover, it was found that the reasoning ability explained a significant portion of variance in the scores of academic achievement and performance skills.

Subject Keywords

Problem-based learning, Elementary school, Genetics, Academic, Performance

URI

https://hdl.handle.net/11511/47423

Journal

BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION

DOI

https://doi.org/10.1002/bambed.97

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

The effect of problem-based learning on the elementary students' achievement in genetics Araz, Gülsüm; Sungur, Semra; Department of Elementary Science and Mathematics Education (2007) The purpose of the study is to investigate the relative effect of problem-based learning (PBL) and traditionally designed science instruction (TDSI) on students’ academic achievement and performance skills in the unit of genetics after controlling for students’ prior knowledge, prior performance skills, reasoning ability, and learning approach. The sample consisted of 192 eight grade students from a public elementary school in Ankara. Four classes instructed by two science teachers were randomly assigned as...
Effectiveness of 5E learning cycle model on hihg school students' understanding of solubility equilibrium concept Aydemir, Nurdane; Geban, Ömer; Department of Secondary Science and Mathematics Education (2012) The purpose of this study was to investigate the effect of instruction based on 5E learning cycle model (LCI) compared to Traditional Instruction (TI) and gender on 11th grade students’ understanding of solubility equilibrium concept, students’ perceived motivation, use of learning strategies, and attitudes towards chemistry. There were 53 students in the experimental group instructed by the LCI and 56 students in the control group instructed by the TI. Solution Concept Test and Science Process Skills Test ...
The effect of instruction with analogy-enhanced model on ninth grade students' function achievement and attitudes toward mathematics Akman, Caner; Bulut, Safure; Department of Secondary Science and Mathematics Education (2005) This study was conducted to investigate the effect of analogy-enhanced instruction on students̕ achievement in function and attitudes toward mathematics. The study was conducted with 63 ninth grade students in one of the public high schools in Konya, Turkey during Spring 2005 semester. The experimental group received instruction with analogy-enhanced model. The control group received instruction with traditional method. The matching-only pre-test- post-test control group design was used in the study. The fo...
Effectiveness of case-based learning instruction on pre-service teachers' chemistry motivation and attitudes toward chemistry ÇAM, AYLİN; Geban, Ömer (2017-03-01) Background: The development of primary pre-service teachers' chemistry motivation and attitudes toward chemistry were examined in order to develop their science literacy using case-based learning. Students' ideas were emphasized, real-life situations were discussed, and students could share their ideas and knowledge with peers; as a result, students were active in the learning process.Purpose: The purpose of the study was to investigate the effectiveness of using case-based learning instruction to increase ...
Effect of project based instruction on science achievement: an experimental study with 7th grade students Anteplioğlu, Armağan; Yıldırım, Ali.; Department of Curriculum and Instruction (2018) The purpose of this study is to examine the effect of a project based learning (PBL) for 7th grade science unit titled “Cell and Divisions,” in terms of academic achievement, compared to traditional science instruction. Four groups of students in two schools in Bodrum, Muğla participated in the study in the 2018-2019 Fall semester. The intervention utilized pre and post-test control group quasi-experimental design with retention test where classes were randomly assigned to experimental (PBL) and control (tr...

Citation Formats

G. Araz and S. Sungur, “Effectiveness of problem-based learning on academic performance in genetics,” BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, pp. 448–451, 2007, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/47423.