Problem-Based Learning to Enhance Students’ Understanding and Motivation for Learning Mechanical Science

Abstract

This action research study sets out to investigate whether Problem-Based Learning (PBL) would enhance the technical students’ level of conceptual understanding and motivation for learning the subject of mechanics. This action research study involved a single classroom from a technical college where the instructional intervention was implemented for about 4 weeks (a total of 8 lessons). Quantitative data was generated through the administration of Pre and Post-tests, rubrics and questionnaires, while qualitative data was collected through lesson observations and interviews. Based on the results obtained, the sample students in general were found to make the desired improvement in their level of conceptual understanding of Mechanics. Comparison made based on a phase-test with a parallel group also showed that the sample students performed better than their immediate counterparts. With PBL, the students felt that focusing authentic engineering problems made the subject more relevant to their interests while the collaborative learning approach in the PBL setting made students share ideas and support each other thus enabled them to grasp the conceptual understanding required.

Abstrak

Kajian tindakan ini menyelidik sama ada Pembelajaran Berasaskan Masalah (PBL) boleh meningkatkan tahap pemahaman konsep dan motivasi bagi pembelajaran mata pelajaran mekanik pelajar-pelajar teknikal.  Kajian tindakan ini melibatkan sebuah kelas di kolej teknikal di Brunei Darussalam di mana intervensi pengajaran telah dilaksanakan selama empat minggu (sejumlah lapan sesi pengajaran).  Data kuantitatif telah dijana melalui ujian pra dan pasca intervensi, rubrik dan soal selidik, sementara data kualitatif telah diperolehi daripada pemerhatian sesi pengajaran dan temubual.  Berdasarkan data kajian yang diperolehi, pada umumnya pelajar yang disampel menunjukkan kemajuan seperti yang diingini dalam tahap pemahaman konsep mekanik. Perbandingan dengan satu kumpulan selari berdasarkan satu ujian fasa menunjukkan pelajar yang disampel mempunyai prestasi yang lebih baik daripada kumpulan selari tersebut.  Dengan menggunakan PBL pelajar merasakan bahawa memberi fokus kepada masalah kejuruteraan yang sebenarnya membuat subjek itu lebih relevan dengan minat mereka sementara pendekatan pembelajaran kolaboratif dalam suasana PBL membuat mereka berkongsi idea dan menguatkan satu sama lain, justeru membuat mereka berupaya memahami konsep yang diperlukan.