Effects of student-centered learning approaches towards interest in science
DOI:
https://doi.org/10.37134/jrpptte.vol13.2.5.2023Keywords:
Inquiry-based learning, interest, learning experiences, problem-based learning, science educationAbstract
The need to improve the way science is taught in Philippine classrooms arises because of the decline in the performance in science among high school students. This study investigates the effects of student-centered approaches, such as inquiry-based learning (IBL) and problem-based learning (PBL), on students’ interest in learning science. This study utilized an explanatory sequential mixed-method design. A total of 44 Grade 12 students served as respondents to the survey through a complete enumeration technique. Data were collected using a modified science interest questionnaire, a journal, and through a one-time recorded interview. Results revealed that IBL and PBL showed a significant difference in students’ interest after exposure to both approaches. IBL and PBL activities encourage student engagement, critical thinking, and creativity. However, a few students felt distressed about IBL activities and disclosed negative views of PBL as difficult and time-consuming.
Downloads
References
Abla, C., & Fraumeni, B. R. (2019). Student engagement: Evidence-based strategies to boost academic and social-emotional results (ED600576). ERIC. https://rb.gy/tgtwf
Ahmad Wafa Nizami, & Ali Mahmudi. (2018, 21 September). Problem-solving-based learning to improve students' learning interest [Conference proceedings]. International Conference on Science and Applied Science (ICSAS) 2018, Surakarta, Indonesia. https://doi.org/kgmb
Aktamiş, H., Hiğde, E., & Özden, B. (2016). Effects of the inquiry-based learning method on students’ achievement, science process skills and attitudes towards science: A meta-analysis science. Journal of Turkish Science Education, 13(4), 248–261. https://rb.gy/svfg6
Anip Dwi Saputro, Sri Atun, Insih Wilujeng, Ayok Ariyanto, & Syamsul Arifin. (2020). Enhancing pre-service elementary teachers’ self-efficacy and critical thinking using Problem-Based Learning. European Journal of Educational Research, 9(2), 765–773. https://doi.org/kgmd
Any Fatmawati, Siti Zubaidah, Susriyati Mahanal, & Sutopo. (2019). Critical thinking, creative thinking, and learning achievement: How they are related. Journal of Physics: Conference Series, 1417, 1-9. https://doi.org/kgmc
Archer-Kuhn, B., Lee, Y., Finnessey, S., & Liu, J. (2020). Inquiry-based learning as a facilitator to student engagement in undergraduate and graduate social work programs. Teaching and Learning Inquiry, 8(1), 187–207. https://doi.org/gpm7gs
Aweke Shishigu Argaw, Beyene Bashu Haile, Beyene Tesfaw Ayalew, & Shiferaw Gadisa Kuma. (2017). The effect of Problem Based Learning (PBL) instruction on students’ motivation and problem solving skills of physics. EURASIA Journal of Mathematics Science and Technology Education, 13(3), 857-871. https://doi.org/gmxr82
Aydeniz, M., Cihak, D. F., Graham, S. C., & Retinger, L. (2012). Using inquiry-based instruction for teaching science to students with learning disabilities. International Journal of Special Education, 27(2), 189-206.
Baraquia, L. G. (2018). Interdisciplinary contextualization and inquiry-based learning: How engaging can it be? International Journal of Science and Engineering Investigations, 7(81), 54-58. http://www.ijsei.com/archive-78118.htm
Bayu Sandika, & Herlina Fitrihidajati. (2018). Improving creative thinking skills and scientific attitude through inquiry-based learning in basic biology lecture toward student of biology education. Jurnal Pendidikan Biologi Indonesia, 4(1), 23–28. https://ejournal.umm.ac.id/index.php/jpbi/article/view/5326
Buchanan, S., Harlan, M., Bruce, C., & Edwards, S. (2016). Inquiry based learning models, information literacy, and student engagement: A literature review. School Libraries Worldwide, 22(2), 23–39. https://doi.org/kgmg
da Silva, A. B., de Araújo Bispo, A. C. K., Rodriguez, D. G., & Vasquez, F. I. F. (2018). Problem-based learning: A proposal for structuring PBL and its implications for learning among students in an undergraduate management degree program. Revista De Gestão, 25(2), 160–177. https://doi.org/ggpz5t
Darlington, H. M. (2017). Understanding and developing student interest in science: An investigation of 14-16 year old students in England [Doctoral dissertation, University College London]. UCL Discovery. https://discovery.ucl.ac.uk/id/eprint/10024817
Department of Education. (2019). PISA 2018 National Report of the Philippines. https://www.deped.gov.ph/wp-content/uploads/2019/12/PISA-2018-Philippine-National-Report.pdf
Dewi Mustamiah, & Nurul Sih Widanti. (2018, November 16-18). Learning motivation as predictor of student engagement in private junior high schools’ students [Conference session]. The 3rd International Conference on Psychology in Health, Educational, Social, and Organizational Settings: Improving Mental Health and Harmony in Global Community, Surabaya, Indonesia. https://doi.org/kgmh
Eisenkraft, A. (2003). Expanding the 5E model: A proposed 7E model emphasizes “transfer of learning” and the importance of eliciting prior understanding. The Science Teacher, 70(6), 56-59. http://www.jstor.org/stable/24156091
Frezell, D. (2018). Impact of inquiry-based learning on students’ motivation, engagement, and attitude in science (Publication No. 7356) [Master’s thesis, University of Windsor], University of Windsor.
Gay, L. R., Mills, G. E., & Airasian, P. W. (2011). Educational research: Competencies for analysis and applications (10th ed.). Pearson Education.
Gholam, A. P. (2019). Inquiry-based learning: Student teachers’ challenges and perception. Journal of Inquiry and Action in Education, 10(2), 112-133. https://digitalcommons.buffalostate.edu/jiae/vol10/iss2/6
Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest matters: The importance of promoting interest in education. Policy Insights from the Behavioral and Brain Sciences, 3(2), 220–227. https://doi.org/ggmhb6
Hassan, A. M., Gimba, R. W. & Chado, M. A. (2016). Effect of information and communication technology (ICT) on gender and achievement of students in basic science and technology at junior secondary school level. Computer Education Research Journal (CERJ), 3(1), 119-126. https://rb.gy/no0n0
Hernik, J., & Jaworska, E. (2018, March 5-7). The effect of enjoyment on learning [Conference session]. 12th International Technology, Education and Development Conference, Valencia, Spain. https://doi.org/gjk4dz
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. https://doi.org/db3dp6
Isik-Ercan, Z. (2020). ‘You have 25 kids playing around!’: Learning to implement inquiry-based science learning in an urban second-grade classroom. International Journal of Science Education, 42(3), 329-349. https://doi.org/gk8ktn
Kang, J., & Keinonen, T. (2017). The effect of student-centered approaches on students’ interest and achievement in science: Relevant topic-based, open and guided inquiry-based, and discussion-based approaches. Research in Science Education, 48, 865–885. https://doi.org/gdz2kg
Kardoyo, Ahmad Nurkhin, Muhsin, & Hengky Pramusinto. (2020). Problem-based learning strategy: Its impact on students’ critical and creative thinking skills. European Journal of Educational Research, 9(3), 1141–1150. https://doi.org/gjft25
Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM Education, 5(34), 1-20. https://doi.org/ggwz4n
Koca, F. (2016). Motivation to learn and teacher–student relationship. Journal of International Education and Leadership, 6(2), 1-20.
LaForce, M., Noble, E., Blackwell, C. (2017). Problem-based learning (PBL) and student interest in stem careers: The roles of motivation and ability beliefs. Education Sciences. 7(4), 1-22. https://doi.org/gjrbj8
Laine, E., Veermans, M., Lahti, A., & Veermans, K. (2017). Generation of student interest in an inquiry-based mobile learning environment. Frontline Learning Research, 5(4), 42–60. https://doi.org/ggdn2v
Lia Yuliati, Cycin Riantoni, & Nandang Mufti. (2018). Problem solving skills on direct current electricity through inquiry-based learning with PhET simulations. International Journal of Instruction, 11(4), 123–138. https://doi.org/gmgh7d
Maurer, H. & Neuhold, C. (2012, February 17-19). Problems everywhere? Strengths and challenges of a problem-based learning approach in European studies [Conference session]. 2012 APSA Teaching and Learning Conference, Washington. https://rb.gy/71yms
Maxwell, D. O., Lambeth, D. T., & Cox, J. T. (2015). Effects of using inquiry-based learning on science achievement for fifth-grade students. Asia-Pacific Forum on Science Learning and Teaching, 16(1), 1-31.
Nayir, F. (2017). The relationship between student motivation and class engagement levels. Eurasian Journal of Educational Research, 2017(71), 59-78. https://ejer.com.tr/the-relationship-between-student-motivation-and-class-engagement-levels/
Noor Hafidzah Jabarullah, & Hafezali Iqbal Hussain. (2018). The effectiveness of problem-based learning in technical and vocational education in Malaysia. Education + Training, 61(5), 552–567. https://doi.org/kgmk
Oracion, Q. G., Jr. & Abina, I. L. S. (2021). The mediating effect of students’ attitude to student career aspiration and mathematics achievement. Journal of Research and Advances in Mathematics Education, 6(3), 158-173. https://doi.org/kjps
Organisation for Economic Cooperation and Development (OECD). (2019). PISA 2018 assessment and analytical framework. OECD Publishing, Paris. https://doi.org/gjwms8
Orozco, J. A., & Yangco, R. T. (2016). Problem-based learning: Effects on critical and creative thinking skills in biology. The Asian Journal of Biology Education, 9, 2-10. https://doi.org/kgmm
Republic of the Philippines Department of Education. (2019). Policy guidelines on the K to 12 basic education program (DepEd Order No. 021, s. 2019). https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf
Sadera, J. R. N., Torres, R. Y. S., & Rogayan, D. V., Jr. (2020). Challenges encountered by junior high school students in learning science: Basis for action plan. Universal Journal of Educational Research, 8(12A), 7405–7414. https://doi.org/kgmn
Siew, N. M., & Ruslan Mapeala. (2017). The effects of thinking maps-aided problem-based learning on motivation towards science learning among fifth graders. Journal of Baltic Science Education, 16(3), 379–394. https://doi.org/kgmp
Stentoft, D. (2017). From saying to doing interdisciplinary learning: Is problem-based learning the answer? Active Learning in Higher Education, 18(1), 51–61. https://doi.org/f95mn9
Tashakkori, A., & Teddlie, C. (2010). SAGE handbook of mixed methods in social & behavioral research. SAGE Publications.
Tortorella, G., & Cauchick-Miguel, P. A. (2018). Teaching lean manufacturing at a postgraduate level. International Journal of Lean Six Sigma, 9(3), 301-323. https://doi.org/kgmq
Valdez, J., & Bungihan, M. (2019). Problem-based learning approach enhances the problem solving skills in Chemistry of high school students. Journal of Technology and Science Education, 9(3), 282–294. https://doi.org/gh5rf5
Warr, M., & West, R. E. (2020). Bridging academic disciplines with interdisciplinary project-based learning. Interdisciplinary Journal of Problem-Based Learning, 14(1). https://doi.org/ghvq5j
Wilson, C. E. (2020). The effects of inquiry-based learning and student achievement in the science classroom [Master’s thesis, University of Mary Washington]. Eagle Scholar. https://scholar.umw.edu/student_research/370
Yew, E. H. J., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2(2), 75–79. https://doi.org/gnmmd2
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Jackylou Saludes Sarsale, Marie Khul Cabalo Langub
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.