Effects of Based LearningIssue of Achievement BiologyAmong Form Four Students (49 - 60)

Abstract

This study aimed to determine the effectiveness of problem-based learning (PBL) method as compared to conventional teaching on the Biology achievement by Bloom’s cognitive levels among Form 4 students. Employing a pretest-posttest control group design, 37 students were assigned to the problem-based learning group while another 39 students to the conventional teaching group. The same teacher taught both the experimental and control groups. Intervention duration of 5 weeks with 160minutes learning time on the subtopics “applying the concept of balanced diet” and “understanding malnutrition” was executed. In terms of instrumentation, the mid-year school-based assessment was used as the pretest while the posttest, comprising 15 multiple-choice items and 3 subjective items that were developed based on Test Specification Table with items using corresponding verbs of six cognitive levels in Bloom’s Taxonomy, has the appropritate reliability with KR-21 value of 0.76. Data analysis using multivariate analysis of covariance (MANCOVA) indicated that the overall Biology achievement of students who followed through the PBL was statistically significantly higher than the overall Biology achievement of students in the conventional group. Follow-up univariate analysis of covariance (ANCOVA) showed that the overall significance in Biology achievement was contributed by two cognitive levels, namely analysis and evaluation. These findings were discussed in the context of science education, particularly with regard to the cognitive levels that a teacher wishes to inculcate and enhance in the teaching and learning.