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Research Questions, Data Collection Tools and Data Analysis Methods

Research Questions, Data Collection Tools and Data Analysis Methods

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The purpose of this study was to investigate not only the applicability of the method of Problem-Based Learning (PBL) to the lesson subject of “Gasses” within the scope of the 9th grade course of Chemistry in Hakkari Gazi High School but also the influence of this method on the students' achievement levels in chemistry and on their motivation and a...

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... students were also administered post-tests, and the results were significant, favoring the experimental group. Table 1 shows that the average achievement score of the experimental group significantly increased while it dropped for the control group. As shown in Table 2, there is a significant difference (p< 0,05) between the experimental group taught via PBL and the control group taught via traditional approach. ...


... Learners' roles within a PBL group:-The learners work in small cooperative groups (Baran, 2016). Learners take up different roles such as being the group-leader, scribe and only group member; however, each member in the group has an opportunity to present the solution to the rest of the group with the supporting material. ...
... Rapula: I would assume that Problem-Based Learning is the method of using a problem at hand to gather information, analyse and interpret that information to solve the problem and learning along the process. When asked to describe their understanding of PBL, beginner teachers gave responses as outlined on Baran, 2016;Ceker & Ozdamli, 2016;Hmelo-Silver, 2004;Koh & Chapman, 2019;Wood, 2003) see problem-solving as a skill that can enhanced through PBL implementation rather than seeing as an approach. There are similarities between the Koti's understanding of PBL in this study and PBL description by Jayaram (2013) and Saka and Kumaş (2009) who are of a view that PBL is based on cooperative learning. ...
... The current study found the learners used textbooks as their main sources of information. This finding corroborates Baran (2016) and Suastra et al. (2019) who found that each member in the group had an opportunity to present the solution to the rest of the group with the supporting material. Conversely, textbook use as a primary source is standard practice apparently because learners rely on the teacher and the textbook in their routine learning. ...
This study focuses on facilitation for enrichment of beginner Physical Sciences teachers to utilise Problem-Based Learning (PBL) while teaching the topic - Particulate Nature of Matter (PNM) which might enhance skills such as collaboration, critical-thinking, creativity, and communication. The problem is that there is a gap between training of science teachers and the real practice. Beginner teachers are not fully equipped with the necessary pedagogic skills that compromises their teaching practices. The purpose of this study is to enhance the utilisation of PBL by beginner Physical Sciences teachers in the teaching of PNM through a Teacher Professional Development (TPD) training. This study contributes to research related to improving Physical Sciences beginner teachers’ use of PBL. Social interdependence theory was adopted as the theoretical framework that underpins this research study, specifically focusing on shared influence between individuals in a small group. This study engaged with PBL-21st- century skills-development conceptual framework, adopting in the process a qualitative case study approach that is exploratory. This qualitative study was conducted within an interpretivist paradigm, allowing the researcher to view the world through the perceptions and experiences of the beginner teacher participants. Data was generated by means of an open-ended questionnaire, portfolio and interviews. This study employed purposive sampling, leading on to the snowballing technique and 5 participants were selected. Data was analysed using Saldaña's (2009) analytical framework, Golightly’s (2013) and Family Secret’s (2009) rubrics for learners’ activities. The overall portfolio data was analysed using an adapted Smith et al.’s (2001) analytic tool. This study’s findings show that TPD enhances beginner teachers’ knowledge and implementation of PBL; before the TPD programme, beginner teachers had limited knowledge on PBL; post the TPD programme, the extent of utilisation of PBL in initiating and promoting the 21st-century skills was highly satisfactory; there are four PBL principles of practice which could be distilled. This study demonstrates that PBL can be effectively implemented in Chemistry education. With relevant 21st-century skills gained through PBL, the study established that this might in turn lead to Self-Directed Learning (SDL). This study recommends that beginner teachers who participated in this study continue to implement PBL every year in the teaching of Grade 10 PNM and related topics since they are fully conversant with the approach and have PBL skills and tasks they could gainfully deploy. This study should be adapted and extended to other science subject areas.
Investigating the effectiveness of instructional practices provides an evidence base to inform instructional decisions. Synthesizing research studies on instructional effectiveness provides an estimate of the generalizability of effectiveness across settings, along with an exploration of factors that may moderate the impact, which cannot be achieved within individual studies. This study sought to provide a synthesis of evidence‐based instructional practices (EBIPs) particular to chemistry through meta‐analysis. Ninety‐nine studies were analyzed comprising a broader view of chemistry specific studies than past meta‐analyses. The results showed that EBIPs feature a demonstrably positive impact on students' academic performance in chemistry, although assessment topic coverage and setting size emerged as relevant moderators of impact and prevented making definitive conclusions of the relative impact of each EBIP. In examining publication bias, an asymmetric distribution of studies based on standard error (SE) and effect size was found, indicative of potential publication bias. To explore the potential impact of bias, the trim and fill method was employed resulting in a range for the overall weighted effect size from 0.29 to 0.62. The study concludes that evidence‐based instructional practices have demonstrated effectiveness even in consideration of potential publication bias, as the range of effect sizes remains positive, but highlights the continued need to publish null findings in the research literature.