Effect of problem-based learning on students' problem-solving ability to learn physics (original) (raw)

A learner's success is supported by the ability to understand real-world problems. This study aimed to examine the effect of problem-based learning on problem-solving ability in the teaching and learning of physics. The study was guided by socio-constructivism theory. A quasi-experiment was conducted with 829 Senior-2 Physics students (age 13-15) from eight (8) selected lower secondary schools in Sheema District, Uganda. Schools were assigned to treatment and control groups using a purposive random sampling technique. Students' problem-solving ability was measured by conducting a problem-solving ability test in each group before and after studying a chapter on simple machines in physics. Repeated measures analysis of variances was applied for data analysis. The study's findings showed a significant improvement in students' problem-solving ability with simple machines in the treatment group compared to the control group (p < .001).