Effect of problem based learning on students’ acquisition of science process skills and academic performance in electrical energy and electronics in integrated science

Abstract

This study investigated the effect of Problem-Based Learning (PBL) on students’ Science Process Skills (SPS) and academic performance in Electrical Energy and Electronics in Integrated Science at the senior high school level in the South Dayi District. The study employed quasi-experimental pre-test and post-test design involving experimental and control groups. Two intact second-year classes of ninety-five (95) students from Peki Senior High School and Peki Senior High Technical School were purposively sampled. The experimental group was taught using PBL while the control group was taught using the traditional lecture method. The instruments used for data collection were Students’ Science Achievement Test (SSAT), Science Process Skills Achievement Test (SPSAT), questionnaire, interview guide, and an observation checklist. Statistical Package Foe Social Sciences (SPSS) was used to analyse data. The findings showed that PBL significantly improved students’ acquisition of SPS, with steady gains recorded in observation, measurement, inferring, predicting, and classifying. Academic performance also improved, with the experimental group outperforming the control group (t = 6.38, p = 0.00). Gender analysis revealed no significant differences (p = 0.43), indicating that PBL benefits both male and female students equally. Students’ perceptions of PBL were overwhelmingly positive, noting improvements in understanding, motivation, research skills, and teamwork. The study concludes that PBL enhances academic performance, fosters SPS development, and promotes learner engagement, making it a relevant and inclusive pedagogy for electrical energy and electronics Integrated Science. It is recommended that PBL should be employed in teaching Electrical Energy and Electronics in Integrated Science.