COMPARATIVE EFFECTS OF PROBLEM-BASED LEARNING AND DISCUSSION METHOD IN IMPROVING THE UNDERSTANDING OF GRADE 8 STUDENTS ON ATOMIC STRUCTURE | Back
June 05, 2026 |
| Research Theme: | Teaching and Learning |
| Year Funded: | 2020 |
| Year Completed: | 2020 |
| Funding Type: | Non-funded |
| Research Scope: | Division |
| Division: | Ilocos Sur |
| Locale of the Study: | School |
| Research Status: | Completed |
| Research Type: | Action Research |
| Year Completed: | 2020 |
| Cite Research (APA): |
Abstract:
This action research was conducted to look into the effects of problem-based learning and discussion method in improving the understanding of Grade 8 Students of Narvacan National Central High School on atomic structure.\r\n The participants of the study were the Grade 8 Euclid students who served as the control group and Grade 8 Sampaguita students as the experimental group of Narvacan National Central High School of School Year 2019-2020. The experimental group was exposed to the Problem-Based Learning and the control group was exposed to Lecture demo method of instruction or the traditional way of teaching.\r\n This study found out that problem-based learning significantly improved the understanding of Grade 8 Students on atomic structure compare to the traditional method of teaching which the discussion method.\r\nBased on the findings of the study, the following conclusions were drawn, there is a positive impact of Problem-based Learning on the conceptual understanding on atomic structure of students and problem-based learning is more effective than discussion method. Further, the use of Problem-based Learning is an effective technique in teaching lessons specifically chemistry most especially on atomic structure.\r\n Based on the findings of the study, the following recommendations were presented. First, the use of Problem –based Learning in teaching lessons in science should be consider in by science educators. Second, science Teachers should motivate their learners to love science subjects by making science teaching more interesting, engaging and fun. Third, further research should be conducted to learn more interesting and significant teaching in science that could improve academic performance of students. Fourth, science teachers should further improve the pedagogy of teaching science by attending relevant seminars, enroll in post graduate studies concentrates on the subject area that they are teaching and make a strong linkages to universities and colleges to gain more knowledge on teaching science concepts and lastly Department of Education should provide more innovative materials, classrooms just to improve teaching in science.
Keywords: No provided keywords
This action research was conducted to look into the effects of problem-based learning and discussion method in improving the understanding of Grade 8 Students of Narvacan National Central High School on atomic structure.\r\n The participants of the study were the Grade 8 Euclid students who served as the control group and Grade 8 Sampaguita students as the experimental group of Narvacan National Central High School of School Year 2019-2020. The experimental group was exposed to the Problem-Based Learning and the control group was exposed to Lecture demo method of instruction or the traditional way of teaching.\r\n This study found out that problem-based learning significantly improved the understanding of Grade 8 Students on atomic structure compare to the traditional method of teaching which the discussion method.\r\nBased on the findings of the study, the following conclusions were drawn, there is a positive impact of Problem-based Learning on the conceptual understanding on atomic structure of students and problem-based learning is more effective than discussion method. Further, the use of Problem-based Learning is an effective technique in teaching lessons specifically chemistry most especially on atomic structure.\r\n Based on the findings of the study, the following recommendations were presented. First, the use of Problem –based Learning in teaching lessons in science should be consider in by science educators. Second, science Teachers should motivate their learners to love science subjects by making science teaching more interesting, engaging and fun. Third, further research should be conducted to learn more interesting and significant teaching in science that could improve academic performance of students. Fourth, science teachers should further improve the pedagogy of teaching science by attending relevant seminars, enroll in post graduate studies concentrates on the subject area that they are teaching and make a strong linkages to universities and colleges to gain more knowledge on teaching science concepts and lastly Department of Education should provide more innovative materials, classrooms just to improve teaching in science.
Keywords: No provided keywords
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