Effect of problem based learning approach on achievement retention and attitude towards science in relation to self efficacy among IX grade students

Abstract

The present study is an attempt to find the effect of the Problem based Learning Approach on Achievement, Retention, and Attitude towards Science in relation to Self-Efficacy among IX grade Students. The sample of 204 students for the experimental study was selected from the Government Senior Secondary schools of Gurdaspur, Punjab, India. The pre-test post-test design of the experimental research was used. Self-constructed Achievement Test of Science Science Self-Efficacy Scale , and Scale of Attitude towards Science by Dr. Savita Mishra were used to collect the data. To investigate the effect of the Traditional Method of Teaching and the Problem-Based Learning Method, mean, standard deviation, and t-ratio were calculated for three dependent variables- Achievement, Retention, and Attitude toward Science. Whereas, a 2x2 analysis of variance technique was used to investigate the interactional effect of Teaching Strategies and Science Self-Efficacy on dependent variables. The results revealed a significant difference in the Achievement, Retention, and Attitude toward Science (Gain Scores) between experimental and control groups, indicating that Problem-Based Learning is a better approach as compared to the traditional method of teaching. The results also indicated that groups with high Science Self-efficacy have better Achievement, Retention, and Attitude towards Science compared to the groups with low Science Self-Efficacy. There was no significant interactional effect of Teaching Strategies and Self-Efficacy on achievement and Attitude towards Science. However, a significant interactional effect was evident on Retention in science. newline