Available via license: CC BY 4.0
Content may be subject to copyright.
590
Can Project-Based Learning with Cognitive
Behavioural Therapy Enhance Attitudes Towards
Science?
Mohd Ali Samsudin1, Wee-Ling Tan2, Soh Yi Han3, Norfarah
Nordin4, Christian Sonata4
1School of Educational Studies, Universiti Sains Malaysia, 2Training & Research Division,
SEAMEO Regional Centre for Education in Science & Mathematics (SEAMEO RECSAM),
Malaysia, 3Sekolah Jenis Kebangsaan (Cina) Pulau Betong, Malaysia, 4Graduate School of
Business, Universiti Sains Malaysia
Correspondent Author Email: norfarah@usm.my
Abstract
Previous research yielded diverse results concerning the efficacy of Project-Based Learning
(PBL) and raised concerns about potential adverse psychological and behavioural
consequences. This study seeks to address these ambiguities and ascertain potential benefits
of PBL with Cognitive Behavioural Therapy (CBT), an innovative educational strategy. This
study investigates the effectiveness of an innovative educational approach that combines PBL
with CBT; and evaluates its’ impact on enhancing students' attitudes toward science in
Malaysian primary schools. This study employed a quasi-experimental research design with
primary school students in Malaysia as participants. Sixty students were selected and divided
into two groups: one group received PBL with CBT, while the other was exposed to PBL. The
use of one-way ANCOVA allowed for comparisons of the effects of these two treatments while
controlling for covariates. The study finds there is a significant different in students' attitudes
towards science following the PBL-CBT intervention. Mean scores for students in the PBL-CBT
group were significantly higher compared to those in the PBL group. This suggests PBL-CBT
approach has a positive impact on students' attitudes towards science. This contributes a
novel approach to improving students' attitudes towards science through the combination of
PBL and CBT. While prior research has explored these methods individually, this research
bridges the gap by examining their synergistic effects.
Keywords: Project-Based Learning, Cognitive Behavioural Therapy, Attitude Towards Science,
Instructional Methodology.
Introduction
Several studies have raised concerns about potential stressors, such as time commitments,
workload, team dynamics, and management issues brought by Project-Based Learning (PBL)
(Tuthill, 2023; Ruiz-Gallardo et al., 2016; Sirotiak & Walters, 2009). PBL teaching approach are
overwhelming the students and lead to increased science anxiety, a psychological condition
Vol 13, Issue 4, (2024) E-ISSN: 2226-6348
To Link this Article: http://dx.doi.org/10.6007/IJARPED/v13-i4/23472 DOI:10.6007/IJARPED/v13-i4/23472
Published Online: 04 November 2024
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 4, 2024, E-ISSN: 2226-6348 © 2024
591
arising from the struggles students faced in solving scientific problems in science classes
(Sağır, 2012; Aydeniz & Ebru, 2012; Yaman, 2010; Van den Bergh et al., 2006). It is essential
to recognize that science anxiety hinders learning effectiveness (Sağır, 2012; Karakaya et al.,
2016). Negative attitudes toward science escalates as students disengaged in their learning
process and triggers interpersonal conflicts or psychological challenges (Qarareh, 2016;
Papanastasiou & Zembylas, 2002). Hence, integrating Cognitive Behavioural Therapy (CBT)
with PBL is proposed in this study.
CBT, which leverages counselling theory and growth mindset principles, equips students with
the skills to modify their thoughts and behaviours, thereby transforming emotional responses
from negative interpretations and maladaptive thoughts to healthier ones (Bellini, 2017;
Martin, 2016; Norcross & Goldfried, 2005). By fostering positive beliefs, CBT complements
PBL, providing a comprehensive approach to promote positive attitudes. The adoption of CBT,
typically used in medical research to address learning disorders among adult learners (Ramsay
& Rostain, 2006), inspires this study.
So, this research proposed an approach combining PBL with CBT to offer a promising yet
empirically untested teaching method. Limited research in the context of primary school
education, has ventured into the application of CBT to alter students' attitudes toward
science. Thus, this study seeks to address this gap. With a focus on fifth-grade primary school
students, this research employs a quasi-experimental design involving two groups of
respondents, each drawn from different schools but operating in similar learning
environments.
The subsequent sections will delve into literature review, highlighting gaps in past research.
Following this, is methodology section, followed by findings, discussion, and conclusion.
Literature Review
Background of Research
Based on the Trends in International Mathematics and Science Study (TIMSS) report, there is
a serious decline in school students’ attitude towards science (Ruthven, 2011; Phang et al.,
2020). Positive attitude towards science is a stepping stone in preparing future work force in
Science and Technology related career. However, low disposition towards science distorts the
supply of skilled employees for science-related careers (Syed Hassan, 2018).
To overcome this problem, formulating effective science teaching method to foster positive
attitude toward science needs urgent attention (Toma & Meneses Villagrá, 2019; Wendt &
Rockinson-Szapkiw, 2018). Most research found that students’ attitudes towards science
decreases at the age of 10 and some claimed a sharp decline between age of eleven and
fourteen (Osborne et al., 2010; Bennett & Hogarth, 2009). Study shows a decrease in interest
for science commensurate with age (Pell & Jarvis, 2001; Ismail et al., 2014).
However, inconsistent empirical evidence on predictors of positive attitude towards science.
Some studies show PBL exert science anxiety, hence affecting science attitude (Karakaya et
al., 2016; Sagir, 2012). They claimed, PBL causes this contradictory outcome. Therefore, it is
hypothesised, PBL alone will not nurture positive attitude towards science, but has affected
students’ psychology and demotivate students (Wedel et al., 2019).
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 4, 2024, E-ISSN: 2226-6348 © 2024
592
Attribution theory and Achievement Motivation
Attribution theory and achievement motivation are integral components of cognitive
psychology, playing a significant role in shaping students' attitudes and behaviour. Students
attributed their behaviour to various factors, including achievement motivation (Kelley,
1973). These causal attributions play a crucial role in determining commitment to a given task,
and this, in turn, strongly influences their attitudes (Platt, 1988; Weiner, 1972).
A positive attitude toward learning outcomes, especially in the field of science, resulting
unwavering commitment and motivation to achieve goals. Hence, experiencing a sense of
accomplishment. For students to actively pursue these objectives, they must firmly believe
that their efforts and the control they exert over their actions significantly impact their
achievement strivings (Griffin et al., 1983; Weiner, 1972).
Students with positive attitudes possess the necessary motivation and commitment to
effectively engage in tasks, such as science learning through the Project-Based Learning (PBL)
method (Wedel et al., 2019). These favourable attitudes can be traced back to their persistent
behaviour. Their desire for achievement and the sense of pride derived from their
accomplishments positively influence their future actions.
On the other hand, students harbouring negative attitudes toward science may require
guidance and support to develop their achievement motivation. It is evident that the need for
achievement and motivation are closely intertwined (Ariffin et al., 2017). Therefore, the
integration of Cognitive Behavioural Therapy (CBT), a counselling theory, in combination with
the PBL method, holds significant promise as an educational approach to assist students in
the low-motivation group in demonstrating persistent behaviours and fostering positive
attitudes toward science.
Limited study on CBT for students in school
Limited research has explored the application of CBT in educational settings, particularly in
schools or universities. CBT is a widely recognized and effective psychotherapeutic approach
for addressing various mental health issues (Dianti, 2023). This counselling method is
designed to assist individuals in identifying and modifying negative thought patterns and
behaviours associated with mental health challenges like depression and anxiety among
students (Al-Mseidin & Al-Zu’bi, 2021; Aren & Duamit, 2020; Hakimi et al., 2019). While CBT
is not typically intended as a direct means to enhance academic achievement, it can indirectly
contribute to improved academic performance (Venkatesh Kumar & Sebastian, 2011; Murad,
2021; Ashraf et al., 2020; Ali Khaneh Keshi, 2013). CBT seeks to examine inappropriate feelings
and behaviours, subsequently transforming maladaptive thoughts into realistic, accurate, and
healthful interpretations of students' experiences.
The existing body of research predominantly focuses on college and university students
(Kazemeini, 2011; Murad, 2021; Ramsay & Rostain, 2006), with limited attention given to its
application within primary and secondary school contexts (Otu et al., 2022; Mohamed, 2017;
Yousefian & Asgharipour, 2013; Venkatesh Kumar & Sebastian, 2011). According to Mohamed
(2017), CBT interventions in a school setting aim to empower students in three keyways: (a)
understanding the influence of their thought patterns on their behaviour, (b) acquiring
control over these thought patterns, and (c) applying interventions to effect behavioural
change. In the context of CBT studies, students are introduced to the concept of a growth
mindset (Haimovitz & Dweck, 2017), fostering the belief that intelligence is not fixed (Lai et
al., 2018). Additionally, students learn to set goals and combat negative thoughts, applying
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 4, 2024, E-ISSN: 2226-6348 © 2024
593
these cognitive patterns and integrating CBT interventions into their lives and learning
processes.
In an educational context, CBT represents a significant counselling theory that combines
elements of Cognitive Theory (CT) and Behavioural Theory (BT). CBT's primary objective is to
assess inappropriate feelings and behaviours and facilitate the transformation of maladaptive
thoughts into realistic, accurate, and constructive interpretations of personal experiences
(Fenn & Byrne, 2013). CBT in schools often draws inspiration from Ellis's theory, which follows
the A-B-C sequence (Aithal, 2016; Pucci, 2010). This sequence delineates the relationship
between Activating Events (A), which are everyday occurrences that prompt individuals to
observe, interpret, or contemplate what is happening. The interpretation of these events
results in specific Beliefs (B) about the event, the world, and one's role in the event.
Subsequently, these beliefs give rise to Consequences (C), which are experienced based solely
on the belief system in place.
CBT operationalization into science learning in schools’ setting
CBT's integration into science learning in school settings relies on two fundamental principles:
rational self-counselling skills and the interacting system principle. Through CBT, students
gain the ability to counsel themselves in a rational manner, bolstering their confidence and
paving the way for continued success (Pucci, 2010). This approach equips students with
rational self-counselling skills since cognitive distortions can lead to intense emotions and
inappropriate behaviours within specific contexts (Squires & Caddick, 2012). CBT, as a
psychotherapeutic technique, actively reshapes everyday thoughts and behaviours, thereby
fostering positive emotional outcomes (Martin, 2016; Norcross & Goldfried, 2005).
CBT also firmly adheres to the interacting systems principle (Westbrook et al., 2011). This
principle encourages viewing problems as intricate interactions between thoughts, emotions,
behaviours, physiology, and the surrounding environment in which an individual operates.
Guided by these two principles, CBT empowers students to address emotional distress
encountered during PBL promptly, without delving into underlying issues, by helping them
identify and amend distorted thought patterns. This aids in alleviating tension and assures
students of timely project completion.
CBT distinguishes itself from other counselling theories in two significant ways: (1) it does not
necessitate deep insight into a person's psyche, and (2) it concentrates on observable
behaviours. According to Corey (2016), CBT identifies the behaviour itself as the problem, not
merely a symptom of an underlying issue. Inappropriate feelings and behaviours are
attributed to individuals' interpretations of events, not the events themselves. The CBT model
focuses on these interpretations and how they influence one's mood, emotions, and
behaviours (Reinecke et al., 2003; Squires & Caddick, 2012). Furthermore, CBT is lauded for
its effectiveness because it places a premium on solutions and offers short-term treatment
(Bellini, 2017; Reinecke et al., 2003).
CBT interventions in a school context concentrate on helping students grasp three critical
elements: (1) the impact of their thought patterns on their behaviour, (2) their ability to take
control of these thought patterns, and (3) their capacity to apply interventions for behavioural
change. CBT can be administered in group settings, as well (Dianti, 2023; Chandra et al., 2019;
Yousefian & Asgharipour, 2013; Squires & Caddick, 2012). Consequently, CBT group therapy
is a collaborative teaching and learning process in which group leaders and members work
together to steer the group's direction and individual goal setting (Corey, 2016). In this way,
CBT introduces students to the concept of a growth mindset, conveying the idea that
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 4, 2024, E-ISSN: 2226-6348 © 2024
594
intelligence is not fixed (Schleider & Weisz, 2018). Students also learn to set goals and develop
techniques to counteract negative thoughts. By employing CBT interventions, such as altering
thought patterns, students can cultivate a more positive attitude when confronted with
challenges in learning science.
CBT Intervention Tool of this study
In the context of PBL with CBT, the incorporation of growth mindset thought patterns into
problem-solving activities played a pivotal role in reshaping students' attitudes during lessons.
A fundamental prerequisite for educators in this approach was to gain insight into students'
thoughts and emotions during learning activities. Students often communicate their feelings
through their behaviour. For instance, if a student exhibited disruptive or non-compliant
behaviour, it could be an indication of underlying emotions such as anger, fatigue, or
irritability. As educators, it became essential to help students recognize and articulate these
thoughts and feelings instead of acting upon them. This involved making students aware that
feeling angry is distinct from the act of thinking.
Within this intervention, three key tools were employed: the ABC(D) Model, Growth Mindset,
and SMART Goals. These tools, as acknowledged by Bellini (2017), were found to be well-
suited for implementation in a school setting. Notably, CBT stands apart from other
counselling theories in that it does not demand extensive insight into an individual's
underlying issues or necessitate in-depth analysis. Instead, it places a primary focus on
observable behaviour (Bellini, 2017).
ABC(D) Model
The ABC(D) Model, a key CBT intervention tool, is rooted in Ellis's A-B-C sequence theory
(Aithal, 2016). This technique is implemented using the ABC worksheet and the A-B-C & D
worksheet (Aithal, 2016; Bellini, 2017). The ABC 3-column form is a foundational CBT
worksheet that aids individuals in capturing their thoughts and linking them to their emotions
and the triggering events. The process typically unfolds in reverse, where one first identifies
the troubling or problematic emotions and behaviours and then traces them back to the
associated event and the exact thought accompanying it. This method facilitates a deeper
understanding of the cognitive and emotional processes involved.
Growth Mindset
The Growth Mindset, as explored by Haimovitz & Dweck (2017), centres on the belief that
students can significantly enhance their academic performance through hard work and
dedication. This concept underscores the importance of educators providing students with
strategies and support to empower them for success. As highlighted in this study, an
individual's belief in their own potential holds profound implications for their actual
achievements, aligning with the insights of Bellini (2017). Additionally, Bandura's research, as
cited by Bellini (2017), emphasizes that individuals who possess a belief in their ability to
succeed in a task are more likely to persist through challenges and setbacks. Even when failure
occurs, the experience of progress through effort and determination can lead to improved
self-esteem. According to Bellini (2017), the four fundamental tenets of the growth mindset
encompass embracing challenges, learning from mistakes, accepting feedback and criticism,
and demonstrating perseverance, focusing on the task at hand. These elements collectively
contribute to fostering a growth mindset and its positive impact on academic achievement.
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 4, 2024, E-ISSN: 2226-6348 © 2024
595
Smart Goal
Incorporating mutually agreed goal setting, CBT utilized the SMART Goal Handout as another
valuable tool in this study (Fenn & Byrne, 2013). According to Fenn & Byrne (2013), effective
goals should be 'SMART,' meaning they are Specific, Measurable, Achievable, Realistic, and
Time-limited. The structure of CBT sessions aimed to enhance treatment efficiency, facilitate
learning, and direct therapeutic efforts toward specific problems and their potential
solutions. Sessions commenced with an agenda-setting process, during which the teacher
assisted the students in selecting items conducive to productive therapeutic work in that
session.
In the context of this study, the SMART Goal Handout served as a guideline for students to
set their goals, motivating them to make progress toward their objectives. The teacher
initiated the process by walking the students through a sample goal, using the SMART Goal
Handout as a reference at the beginning of the lesson. Subsequently, students independently
established their goals by following the steps outlined in the SMART Goal Handout (Bellini,
2017). To foster a collaborative environment, other group members were encouraged to
provide suggestions regarding the goals and action steps. Table 1 in the study presented a set
of recommended questions designed to facilitate the creation of SMART goals.
Table 1
SMART Goal with Questions
SMART Goal
Type of Questions
S (Make It Specific)
What exactly do you want to accomplish?
M (Measurable)
How will you know when you have accomplished your goal?
A (Make it Attainable)
What action steps will you need to take (daily, weekly, and
other) to accomplish this goal
R (Realistic)
With hard work, dedication and motivation can I realistically
achieve this goal?
Is my goal realistically achievable?
If the students answered no to one or both questions it
means that the goal is not realistic. Students should revise
until they can answer yes to both questions.
T (Make it Time-specific)
By when will you accomplish your goal?
The primary objective of this study was to assess the impact of integrating CBT into PBL on
students' attitudes toward science. The study aimed to provide insights and findings that
could aid students in utilizing CBT tools to develop a positive attitude toward science,
ultimately fostering higher confidence and belief in their learning journey.
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 4, 2024, E-ISSN: 2226-6348 © 2024
596
Consequently, the research question are as follows:
a. Is there a significant different in science attitude scores between the two groups: one using
PBL without CBT and the other using PBL with CBT among Year Five students?
b. Does this innovative approach (PBL with CBT) result in significantly higher attitudes towards
science compared to PBL without CBT among Year Five students?"
Method
Participants and Research Instrument
The participant of study is the year five primary school students. A total of sixty students
participated in this study and they are divided into two groups. There are 30 students in each
group. To avoid cross-contamination between the groups, each group of students was chosen
from different schools but with a similar learning environment. The following are the
controlling factors for the research instructors; they must be similar in experience,
qualifications, and socioeconomic status. Table 2 exhibits the quasi-experimental design used
in this study.
Table 2
Quasi-Experimental
Group
Pre-test
Treatment
Post-test
Experimental group 1
O1
X1
O2
Experimental group 2
O1
X2
O2
X1= PBL without CBT
X2 = PBL with CBT
O1 = Pre-test
O2 = Post-test
The instrument for this study is survey questionnaire adapted from Harlen et al. (1981), Pell
& Jarvis (2001) and Westbrook et al. (2011) which applied a five point ‘smiley face’ Likert to
identify the attitude changes. There are three main sections in the questionnaire; (1) ‘science
experiments’ (has 10 items), (2) ‘liking school’ (has 12 items), and (3) ‘what I really think of
science’ (has 21 items). There are a total of 43 items in the survey questionnaire.
The first section (Science Experiments) is used to measure students’ feelings towards science
experiments. The items and concepts were adapted from Assessment of Performance Unit
material (Harlen et al. 1981). The language used in the selected items were rewritten to reflect
the target population of Years five primary school students. On the other hand, the items in
“What I really think of science” consisted of two measurements on the Science Enthusiasm
and Social Context. Students are rating their feelings about science in the context of school
lesson and science in the outside world.
The questionnaires were validated by a group of experts, a science university lecturer and
school teachers. A group of five primary school students was also involved in validating the
questionnaire. This is to confirm the questionnaire content and face validity. Besides that, the
comprehensible language and grammar used in the items were checked by the science
teacher to avoid misunderstanding the meaning of the items. A pilot test was conducted to
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 4, 2024, E-ISSN: 2226-6348 © 2024
597
ensure and establish the reliability in face validity by identifying the instruments’ weaknesses.
The reliability index for the questionnaires was computed using Cronbach’s alpha. Hence,
when Cronbach’s alpha coefficient at 0.84 was achieved, the items had proven a relatively
high internal consistency.
Data Collection
The data collection and intervention were conducted in two weeks’ time. During this period,
both groups of students were guided in designing and building a model for the science topic
on stability and strength and they involved in the hands-on PBL activities. Even though both
groups used the same PBL teaching method in this intervention, the integration of the CBT
into one of the groups PBL activities make the difference. In group one, students carried out
the PBL activities without CBT while in group two, the students carried out the PBL activities
with CBT.
In group one, students who underwent the PBL without CBT, they were given limited
psychological encouragement and support during the PBL activities with instructors twice in
a week. Students were only exposed to the way in solving the problems raised during the
lessons without any motivation and encouragement. PBL activities in this group lacked a
counselling element.
Meanwhile the other group who underwent PBL with CBT, carried out the session outlines
which were adapted by Bellini (2017), whereby CBT was applied to encourage students to
approach academic challenges in a new way and form new habits when it came to challenging
coursework. The ABC(D) model, growth mindset and SMART goal were the three tools of CBT
which were applied in this study. The ABC(D) model is a metacognitive tool used to help
students to be aware of their ‘thoughts’ and use it to match the thoughts to feelings and
events throughout the project (Aithal, 2016; Bellini, 2017). Then students identified their
negative thinking and deliberately disputing the thoughts with more positive and healthier
rational thinking. The growth mindset aims to change the student's belief in his or her own
potential which then impacts his or her actual achievement (Bellini, 2017). Moreover, the
SMART goal was used for the students to set a target and achieve them at the end of the
project. The activities in PBL with CBT each week are valid by a teacher and a psychologist.
Data Collection through Bellini’s session outline
To implement the PBL with CBT in group two, the study adapted session outlines suggested
by Bellini (2017). The group began by reviewing information on growth and fixed mindsets,
with the instructor explaining what could be expected in the group. In this context, the
instructor provided an explanation of the ABC(D) model, walking the group through the
process and actively seeking ideas and feedback as students worked through a handout using
a generic example.
The ABC technique, rooted in the concept of irrational beliefs, aided students in recognizing
that it was not the activating event itself that posed a problem in their lives (Aithal, 2016;
Bellini, 2017). Instead, it was their irrational beliefs about the event that triggered negative
emotions, subsequently leading to negative consequences, aligning with Ellis' Theory (Ellis,
1957). This activity allowed students to examine their beliefs about events in their lives and
gain insight into how these beliefs influenced their feelings and emotions, in line with the
fundamental principles of CBT. This psychotherapy is based on the modification of everyday
thoughts and behaviours with the aim of positively influencing emotions (Norcross &
Goldfried, 2005; Martin, 2016).
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 4, 2024, E-ISSN: 2226-6348 © 2024
598
Subsequently, the instructor guided CBT activities with the group to foster a growth mindset.
During this process, each student established an academic goal and regularly updated the
group on their progress toward achieving it in each session. At the conclusion of the sessions,
each member conducted a self-assessment of their own progress in developing a growth
mindset. These session outlines were designed to instil in students the belief that their
intelligence is not fixed. Additionally, students learned strategies to set and pursue their goals
and acquired the skills to counteract negative thoughts when faced with obstacles.
The study's chosen mechanisms for classifying "well-defined CBT" interventions included the
establishment of links between thoughts, feelings, and actions in relation to the target
symptom, the correction of misperceptions, irrational beliefs, and reasoning biases related to
the target symptom, as well as monitoring one's own thoughts, feelings, and behaviours
related to the target symptom, and the promotion of alternative coping strategies. The
session outlines recommended by Bellini (2017) fulfilled all these criteria. As a result, students
aimed to develop a more positive attitude towards science, which, in turn, positively
influenced their approach to learning in this study.
Data Analysis and Findings
One-way ANCOVA
The one-way ANCOVA was used to test the hypothesis by exploring the difference between
intervention using PBL with CBT and PBL without CBT on the attitude towards Science among
Year Five Students while statistically controlling the pretest as the covariate.
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 4, 2024, E-ISSN: 2226-6348 © 2024
599
Table 3
Result of One-Way Ancova For the Significant Difference Between Pbl with Cbt Group And Pbl
Without Cbt.
Dependent Variables: Post-test
Source
Type III Sum of
Squares
d.f.
Mean Square
F
Sig.
Partial Eta
Squared
Corrected
Model
1625.116a
2
812.558
13.206
.00
.32
Intercept
3036.66
1
3036.66
49.35
.00
.46
Pre-test
145.05
1
145.05
2.36
.13
.04
Group
1480.07
1
1480.07
24.05
.00
.30
Error
3507.28
57
61.53
Total
463458.00
60
Corrected
Total
5132.40
59
The ANCOVA test was conducted to identify the effect of PBL with CBT and PBL without CBT
on two group students in students’ attitude toward science after the effect of pre-test was
controlled. There was a significant difference in mean of attitude towards Science F (1, 57)
=24.054, p=0.000 between the groups, whilst adjusting for pre-test score. Null hypothesis is
rejected because the p value is less than 0.05. The partial Eta Squared value indicated the
effect size and should be compared with Cohen’s guidelines (0.2 small effect, 0.5 – moderate
effect, 0.8 – large effect) (Cohen, 1965). For the Group the effect size was small (0.297). This
value was also used to describe how much of the variance in the dependent variable was
explained by the independent variable (29%). Ideally this number would be fairly large. Refer
Table 3.
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 4, 2024, E-ISSN: 2226-6348 © 2024
600
Table 4
Estimated Marginal Means for Differences between PBL with CBT group and PBL without CBT
at Post-test.
95% Confidence Interval
Group
M
Std. Error
Lower Bound
Upper Bound
PBL
82.43a
1.43
79.57
85.30
PBL with CBT
92.37a
1.43
89.50
95.23
The estimated marginal means in the section of the output gave the adjusted means by
controlling the covariate ‘test’ for each group. This simply means that the effect of ‘pre-test’
has been statistically removed. From these adjusted means in Table 4, it is clearly implied that
experiment group 2 which undergoes CBT with PBL has a higher attitude towards science after
adjusting for pretesting. Estimated marginal mean of CBT in PBL is significantly higher than
PBL. Based on the result, it can be concluded that PBL with CBT was more efficient than PBL
without CBT in improving attitude towards science among Year five students.
Discussion
This section delves into the discussion of the findings regarding how CBT integrated with PBL
improved science attitudes among primary school students. The discussion reflects on past
PBL studies, examining their limitations from a psychological and behavioural perspective.
PBL with CBT for Primary School Students
Historically, research has concentrated on augmenting students' attitudes toward science,
primarily highlighting the influence of PBL (Samsudin et al., 2020; Nordin et al., 2020;
Samsudin et al., 2018; Nordin et al., 2016; Ismail et al., 2014). These studies have contributed
invaluable insights, consistently concluding that PBL indeed shapes students' attitudes toward
science (Rahim et al., 2022; Parno et al., 2019). However, the body of research in this domain
is far from unanimous, with some studies offering an alternative perspective (Osborne et al.,
2010; Sirotiak & Walters, 2009). Furthermore, there is evidence to suggest that PBL can induce
stress and anxiety, leading to negative attitudes in students grappling with the challenges of
PBL activities (Ruiz-Gallardo et al., 2016; Sirotiak & Walters, 2009).
Previous research has also underscored the limited consideration of students' psychological
challenges within the PBL framework (Bellini, 2017). Consequently, primary school students
who struggle with PBL, regardless of the quality of instruction or materials, may experience
heightened anxiety and demotivation, often perceiving science learning through PBL as an
insurmountable challenge. Cognitive psychology highlights the pivotal role of thoughts and
behaviours in shaping how students approach learning tasks. Hence, this study explores the
integration of CBT with PBL to foster positive attitudes toward science.
The results of this study substantiate the effectiveness of PBL when combined with CBT in
improving students' attitudes toward science. The group that experienced PBL with CBT
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 4, 2024, E-ISSN: 2226-6348 © 2024
601
exhibited substantial increases in attitude scores, with enhanced performance across all
attitude scales between pretest and post-test assessments.
This study aligns with previous research by recognizing the potential advantages of PBL in
shaping attitudes toward science (Calore, 2018; Ismail et al., 2014; Papanastasiou & Zembylas,
2002). However, it introduces a novel dimension by integrating CBT, acknowledging the
psychological intricacies that students may encounter during the PBL process. This integration
offers a more comprehensive and potentially more effective approach to enhance attitudes
while mitigating potential negative consequences associated with PBL.
PBL with CBT Leads to Positive Attitudes
One noteworthy challenge of PBL is the potential burden it places on students and teachers
(Ruiz-Gallardo et al., 2016). Despite its design to enhance student engagement and encourage
self-directed learning, PBL can inadvertently lead to science-related anxiety. To address this
issue, CBT emerges as an effective educational tool, empowering students to self-motivate
throughout the PBL journey.
CBT interventions have been instrumental in reshaping students' attitudes toward science.
Through CBT, students acquire the skills of rational self-counselling, leading to increased
confidence, persistence, and commitment in their learning (Pucci, 2010). CBT, as elucidated
by Norcross & Goldfried (2005) and Martin (2016), primarily focuses on modifying students'
everyday thoughts and behaviours, thereby positively influencing their emotions and
motivation.
Within the context of PBL-CBT, students are guided to reframe negative thought patterns.
This study introduces the ABC(D) model, an effective guide for students to challenge irrational
thoughts through evidence-based disputes, fostering healthier alternative thinking.
Moreover, peer support, involving constructive feedback within team discussions using the
ABC(D) model, is actively encouraged. This process equips students with the tools to scrutinize
their beliefs about life events, highlighting how these beliefs impact their emotions.
These findings align with research by Mazana et al. (2019), emphasizing that attitudes
encompass positive emotions, including happiness and increased motivation for learning.
Anggoro et al. (2017) similarly underscore the significance of a joyful learning approach in
enhancing primary school students' attitudes toward science. Thus, the results underscore
the efficacy of CBT in reshaping students' attitudes toward science. The A-B-C sequence
elucidated here demonstrates the interplay between experiences, beliefs, and reactions,
providing a practical application of CBT to challenge and transform unhelpful attitudes (Corey,
2016).
PBL with CBT Overcomes Team Interaction Challenges
Team interactions within PBL have been identified as a significant source of stress (Osborne
et al., 2010; Sirotiak & Walters, 2009). Such interactions can lead to negative feelings that, in
turn, influence students' attitudes toward science learning. However, the ABC(D) model, a
CBT tool, assists participants in overcoming irrational beliefs following disputes within group
discussions (Aithal, 2016; Bellini, 2017). This model guides students to adopt more logical
thinking after disputes, substantiating their feelings with concrete evidence. The act of
recording their emotions enables students to shift from negative to positive emotions when
confronting challenging situations.
The results indicate that PBL-CBT, utilizing the ABC(D) model, is highly efficient in positively
influencing students' emotions during science classes, aligning with previous research by
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 4, 2024, E-ISSN: 2226-6348 © 2024
602
Aithal (2016) and Bellini (2017). Positive statements from participants reflect the improved
emotional state and a better experience of science classes. These results underscore that the
integration of CBT within PBL is instrumental in enhancing students' attitudes toward science.
The findings highlight the role of emotion in shaping students' attitudes toward science.
Emotions experienced during classroom interactions significantly impact students' attitudes
and can be addressed through proper classroom management, as noted by Urea (2015). CBT,
particularly the ABC(D) model, aids in transforming students' irrational emotions.
Growth Mindset in PBL-CBT approach
Through the introduction of a growth mindset within the framework of CBT, students are
instilled with the belief that they can be successful in any task. This study's results affirm that
PBL when combined with CBT is more effective than PBL without CBT. The four key concepts
of the growth mindset: embracing challenges, learning from mistakes, accepting feedback
and criticism, and persevering (Bellini, 2017), played a pivotal role in reshaping students'
attitudes when attending science classes. These results mirror the findings of Haimovitz &
Dweck (2017), who demonstrated that when a child believe in their ability to succeed, they
are more likely to persevere through challenges and setbacks.
Additionally, Lai et al. (2018) found that a growth mindset positively influenced graduate
students' attitudes toward science subject such as biostatistics. Schleider & Weisz (2018) also
emphasized the efficacy of growth mindset interventions in coping with stressors among
adolescents. Notably, Larrier et al. (2016) also found that students who underwent the PBL
combined with counselling approach were more inclined to offer constructive and supportive
feedback to their peers among at-risk high school students. Hence, these showing that
students developed a more positive attitude toward science as a result of the integrated PBL
and CBT approach.
Theoretical Implications and Future Research
The central premise of this study asserts that CBT has substantial theoretical implications for
science education through the PBL approach. Drawing upon attribution theory and
achievement motivation, this research unequivocally demonstrates that the fusion of PBL
with CBT exerts a significant influence on the likelihood of cultivating positive attitudes
toward science. Within the context of a quasi-experimental design, this study meticulously
scrutinized the comparative effectiveness of PBL with CBT in augmenting students' attitudes
toward science, with a primary focus on Malaysian primary school students has enriched the
scope of applicability of attribution and achievement motivation theory. However, it is
imperative for forthcoming research endeavours to explore the transferability of these
findings across diverse educational contexts, including secondary schools and tertiary
education. Such investigations will furnish comprehensive insights into the generalizability of
the PBL-CBT approach.
To unearth deeper layers of understanding regarding the intricate psychological mechanisms
and experiential dimensions of students, it is recommended that future research integrates
qualitative research methodologies, such as interviews. This methodological expansion
promises to yield more nuanced insights into how the PBL-CBT approach shapes students'
attitudes and refines their learning experiences, thereby contributing to a more holistic
comprehension of its impact.
For a more robust and reliable assessment of the efficacy of the PBL-CBT approach in shaping
attitudes toward science, researchers are encouraged to consider the enlargement of sample
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 4, 2024, E-ISSN: 2226-6348 © 2024
603
sizes in quasi-experimental studies. This methodological enhancement is instrumental in
reinforcing the generalizability and statistical reliability of research outcomes. A larger sample
size enhances the representativeness of the findings, yielding a more comprehensive
evaluation of the PBL-CBT approach's influence on attitudes toward science.
Practical Implications
The practical implications of this study transcend the realm of theoretical discourse and
extend to educators, policymakers, and researchers, offering a promising trajectory for
enhancing science education. Recognizing the imperative need for evolving teaching and
learning courseware that seamlessly integrates CBT with PBL, the development of educational
materials represents a transformative opportunity to enhance science education in primary
schools. Given the substantial presence of primary school teachers within the Malaysian
educational landscape, the provision of training and resources for enriching their skills in
science instruction, coupled with counselling techniques, holds substantial potential for
nurturing the nation's pool of scientific talents.
The recognition of the pivotal role that attitudes play in students' engagement with science
should prompt primary school educators to contemplate the integration of the PBL-CBT
approach as a fundamental component of their pedagogical strategies. By doing so, educators
can foster a more positive and motivated approach to science learning among young
students, thus enhancing their long-term relationship with the subject.
In light of the transformative potential of the PBL-CBT approach to stimulate scientific
advancements and innovation in Malaysia, it is incumbent upon the government to prioritize
this issue. Fostering positive attitudes toward science among primary school students is a
strategic imperative for nurturing future generations of creative thinkers and innovators,
making government involvement a necessity.
Conclusion
This study's originality lies in its pioneering intervention design, uniting two distinct
pedagogical strategies, PBL and CBT, to synergistically impact students' attitudes toward
science. By systematically examining the interplay between PBL and CBT, this research fills a
significant gap in the educational literature. The implications of this study resonate not only
in the theoretical realm but also in practical applications.
The PBL-CBT approach, fortified by the principles of Growth Mindset, equips students with
the tools to not only cultivate positive attitudes but also to resiliently navigate the challenges
inherent in scientific learning. Therefore, educators, policymakers, and researchers are urged
to consider the profound potential of this pedagogical approach in reshaping students'
attitudes and enriching science education.
In a broader policy context, this research underscores the importance of developing teaching
and learning courseware that seamlessly integrates CBT with PBL. Such an approach has the
potential to revitalize science education within primary schools, equipping teachers to
effectively deliver science instruction and counselling techniques. Government involvement
is pivotal in catalysing this transformation, as it can lay the groundwork for fostering
innovative thinking and scientific advancements in Malaysia's educational and scientific
landscape.
In conclusion, the confluence of PBL and CBT, fortified by the Growth Mindset, emerges as a
potent strategy for reshaping students' attitudes toward science and igniting a passion for
learning. We envision a brighter future where this innovative approach becomes a
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 4, 2024, E-ISSN: 2226-6348 © 2024
604
cornerstone of science education, nurturing the minds of young learners and propelling
Malaysia toward scientific excellence.
Acknowledgement
The authors would like to express their sincere gratitude and appreciation to the Ministry of
Education Malaysia and Universiti Sains Malaysia for their invaluable support and for
providing the opportunity to conduct this research.
References
Aithal, P. S. (2016). Student centric curriculum design and implementation–challenges &
opportunities in business management & IT education. IRA International Journal of
Education and Multidisciplinary Studies, 4(3), 423-437.
Ali Khaneh Keshi, B. (2013). Effectiveness of cognitive behavior therapy on self-efficacy among
high school students. Asian journal of management sciences & education, 2(4), 68-79.
Al-Mseidin, K. I., & Al-Zu’bi, M. A. (2021). The Effects of Cognitive Behavioral Therapy on
Academic Adjustment Among Jordanian Students. Journal of Evidence-Based
Psychotherapies, 21(1), 97-112.
Al-Mseidin, K. I., & Al-Zu'bi, M. A. (2021). The Effects of Cognitive Behavioral Therapy On
Academic Adjustment Among Jordanian Students. Journal of Evidence-Based
Psychotherapies, 21(1).
Anggoro, S., Sopandi, W., & Sholehuddin, M. (2017, February). Influence of joyful learning on
elementary school students’ attitudes toward science. In Journal of Physics: Conference
Series (Vol. 812, No. 1, p. 012001). IOP Publishing.
Aren, M., & Duamit, A. R. (2020). Effects of cognitive behavioral play therapy techniques on
low self-esteem among students. Konselor, 9(4), 132-139.
Ariffin, A., Samsudin, M. A., Zain, A. M., Hamzah, N., & Subramaniam, T. E. (2017, November).
Integrating animation and graphic in problem-based learning to improve students
achievement in engineering drawing course. In 2017 7th World Engineering Education
Forum (WEEF) (pp. 732-738). IEEE.
Ashraf, M., Masroor, U., & Khan, M. J. (2020). Effectiveness Of Cognitive Behavior Therapy In
Reduction Of Academic Stress And Enhancement Of Academic Performance In
University Students. Pakistan Journal of Psychology, 51(2), 3.
Aydeniz, M., & Ebru, K. A. Y. A. (2012). Factors impacting Turkish students’ attitudes towards
science and their academic performance in science. Journal of Turkish Science
Education, 9(2), 25-48.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological
Review, 84(2), 191Y215.
Bellini, R. (2017). Fostering a Growth Mindset: A Cognitive Behavioral Group for Ninth
Graders. Saint Mary's College of California.
Bennett, J., & Hogarth, S. (2009). Would you want to talk to a scientist at a party? High school
students’ attitudes to school science and to science. International Journal of Science
Education, 31(14), 1975-1998.
Calore, D. C. (2018). The effect of project-based learning on student engagement and attitude
in the science classroom. Master’s thesis. Montana: Montana State University.
Chandra, E. K., Wibowo, M. E., & Sunawan, S. (2019). Cognitive behaviour group counseling
with self-instruction and cognitive restructuring techniques to improve students' self-
confidence. Islamic Guidance and Counseling Journal, 2(1), 11-17.
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 4, 2024, E-ISSN: 2226-6348 © 2024
605
Cohen, J. (1965). Some statistical issues in psychological research. Handbook of clinical
psychology, 95-121.
Corey, G. (2016). Theory and practice of group counseling (9th ed.). Boston, MA: Cengage
Learning.
Dianti, T. M. (2023). The Effectiveness of Group Guidance Using the Cognitive Behavior
Therapy Approach With Cognitive Restructuring Techniques To Increase Student Self-
Esteem. International Journal of Educational Review, Law and Social Sciences
(IJERLAS), 3(6), 1837-1848.
Ellis, A. (1957). Rational psychotherapy and individual psychology. Journal of individual
psychology, 13(1), 38-44.
Fang, H., Wang, L., & Zhou, Q. (2023). Can online professional development increase teachers'
success in implementing project-based learning in south China?. Journal of Research in
Innovative Teaching & Learning, 16(1), 100-114.
Fenn, K., & Byrne, M. (2013). The key principles of cognitive behavioural therapy. InnovAiT,
6(9), 579-585.
Griffin, B. Q., Combs, A. L., Land, M. L., & Combs, N. N. (1983). Attribution of success and
failure in college performance. The Journal of psychology, 114(2), 259-266.
Haimovitz, K., & Dweck, C. S. (2017). The origins of children's growth and fixed mindsets: New
research and a new proposal. Child development, 88(6), 1849-1859.
Hakimi, A., Jafary Nodoushan, A., Tarazi, Z., Aghaei, H., & Saberi, F. (2019). The effect of
cognitive-behavioral training based on self-esteem on social adjustment and academic
achievement motivation of first-grade high school female students in Ashkezar. Iranian
Journal of Learning & Memory, 1(4), 59-65.
Ismail, M. E., Samsudin, M. A., & Zain, A. N. M. (2014). A multilevel study on trends in
Malaysian secondary school students’ science attitude: Evidence from TIMSS
2011. International Journal of Asian Social Science, 4(5), 572-584.
Karakaya, F., Avgin, S. S., & Kumperli, E. (2016). Analysis of Primary School Student's Science
Learning Anxiety According to Some Variables. Journal of Education and Practice, 7(33),
24-31.
Kazemeini, T. (2011). The Effectiveness of Cognitive-Behavioral Group Therapy in Improving
College Students’ Self-esteem and Self-efficacy. Psychological Achievements, 18(1), 191-
206.
Kelley, H. H. (1973). The processes of causal attribution. American psychologist, 28(2), 107.
Lai, B. S., Livings, M. S., D’Amico, M. P., Hayat, M. J., & Williams, J. (2018). A growth mindset
pilot intervention for a graduate-level biostatistics course. Statistics Education Research
Journal, 17(2), 104-119.
Larrier, Y. I., Hall, K., Linton, J. M., Bakerson, M., Larrier, I. M., & Shirley, T. S. (2016). Problem
Based Learning: A Viable School Counseling Intervention to Promote Student
Engagement with At-Risk High School Students. National Teacher Education
Journal, 9(2).
Leslie, H. J. (2021). Facilitation fundamentals: redesigning an online course using adult
learning principles and trifecta of student engagement framework. Journal of Research
in Innovative Teaching & Learning, 14(2), 271-287.
Martin, B. (2016). In-Depth: Cognitive Behavioral Therapy. Psych Central, published on
May 17.
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 4, 2024, E-ISSN: 2226-6348 © 2024
606
Mazana, Y. M., Suero Montero, C., & Olifage, C. R. (2019). Investigating students' attitude
towards learning mathematics. International Electronic Journal of Mathematics
Education, 14(1), 207-231.
Mohamed, S. M. (2017). Effect of cognitive behavioral treatment program on anxiety and self-
esteem among secondary school students. American Journal of Nursing, 6(3), 193-201.
Murad, O. (2021). Effectiveness of a cognitive-behavioral therapy program on reducing
psychological stress and improving achievement motivation among university
students. Universal Journal of Educational Research, 9(6), 1316-1322.
Norcross, J. G. & Goldried, M. R. (2005). Handbook of psychotherapy. Oxford University Press,
USA.
Nordin, N., Samsudin, M. A., & Harun, A. H. (2016). Teaching renewable energy using online
PBL in investigating its effect on behaviour towards energy conservation among
Malaysian students: ANOVA repeated measures approach. Physics Education, 52(1),
015001.
Nordin, N., Samsudin, M. A., Mansor, A. F., & Ismail, M. E. (2020). Social network analysis to
examine the effectiveness of e-PBL with design thinking to foster collaboration:
Comparisons between high and Low self-regulated learners. Journal of Technical
Education and Training, 12(4), 48-59.
Nordin, N., Mohd Ali, S., & Chong, L. Y. (2019). Concept Cartoon: A constructivist strategy to
enhance positive attitude towards Science in Malaysia: An ANCOVA Repeated Measures
Approach. International Journal of Education, Psychology and Counseling, 4(27), 28-40.
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the
literature and its implications. International journal of science education, 25(9), 1049-
1079.
Otu, M. S., Dike, I. C., Ebizie, E. N., Chigbu, E. F., & Otu, F. M. (2022). Cognitive Behavior
Therapy and Stress Reduction among Primary Education Pupils in Nigeria. Journal of
Rational-Emotive & Cognitive-Behavior Therapy, 40(1), 144-154.
Papanastasiou, E. C., & Zembylas, M. (2002). The effect of attitudes on science achievement:
A study conducted among high school pupils in Cyprus. International Review of
Education, 48, 469-484.
Parno, Yuliati, L., & Ni’mah, B. Q. A. (2019, February). The influence of PBL-STEM on students’
problem-solving skills in the topic of optical instruments. In Journal of Physics:
Conference Series (Vol. 1171, p. 012013). IOP Publishing.
Pell, T. & Jarvis (2001). Developing attitude to science scales for use with children of ages from
five to eleven years. International Journal in Science Education, 23(8), 847-862
Phang, F. A., Khamis, N., Nawi, N. D., & Pusppanathan, J. (2020). TIMSS 2019 Science Grade 8:
Where is Malaysia standing?. ASEAN Journal of Engineering Education, 4(2).
Platt, C. W. (1988). Effects of causal attributions for success on first-term college
performance: A covariance structure model. Journal of Educational Psychology, 80(4),
569.
Pucci A. R. (2010). Feel the way you want to feel… no matter what! Bloomington, IN: iUniverse.
Qarareh, A. O. (2016). The Effect of Using the Constructivist Learning Model in Teaching
Science on the Achievement and Scientific Thinking of 8th Grade Students. International
Education Studies, 9(7), 178-196.
Rahim, S. P. A., Nordin, N., & Samsudin, M. A. (2022). Integrated STEM Problem-Based
Learning Approach: A Study on Malaysian Undergraduates’ Achievement in Learning
Genetics Concepts, 7(48), 27-39.
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 4, 2024, E-ISSN: 2226-6348 © 2024
607
Ramsay, J. R., & Rostain, A. L. (2006). Cognitive behavior therapy for college students with
attention-deficit/hyperactivity disorder. Journal of College Student
Psychotherapy, 21(1), 3-20.
Reinecke, M. A., Dattilio, F. M., & Freeman, A. (Eds.). (2003). Cognitive therapy with children
and adolescents: A casebook for clinical practice (2nd ed.). New York, NY: Guilford Press.
Ruiz-Gallardo, J. R., González-Geraldo, J. L., & Castaño, S. (2016). What are our students
doing? Workload, time allocation and time management in PBL instruction. A case study
in Science Education. Teaching and Teacher Education, 53, 51-62.
Ruthven, K. (2011). Using international study series and meta-analytic research syntheses to
scope pedagogical development aimed at improving student attitude and achievement
in school mathematics and science. International Journal of Science and Mathematics
Education, 9, 419-458.
Sağır, Ş. U. (2012). The Primary School Students’ attitude and Anxiety Towards
Science. Journal of Baltic Science Education, 11(2), 127.
Samsudin, M. A., Jamali, S. M., Md Zain, A. N., & Ale Ebrahim, N. (2020). The effect of STEM
project-based learning on self-efficacy among high-school physics students. Journal of
Turkish Science Education, 16(1), 94-108.
Samsudin, M. A., Zain, A. N. M., Jamali, S. M., & Ebrahim, N. A. (2018). Physics Achievement
in STEM PjBL: A Gender Study. The Asia Pacific Journal of Educators and Education, 32,
21-28.
Schleider, J., & Weisz, J. (2018). A single‐session growth mindset intervention for adolescent
anxiety and depression: 9‐month outcomes of a randomized trial. Journal of Child
Psychology and Psychiatry, 59(2), 160-170.
Sirotiak, T., & Walters, R. C. (2009, April). Improving student confidence and ability to cope
under stress through project-based learning. In ASC Proceedings of the 45th Annual
Conference.
Squires, G., & Caddick, K. (2012). Using group cognitive behavioural therapy intervention in
school settings with pupils who have externalizing behavioural difficulties: an
unexpected result. Emotional and Behavioural Difficulties, 17(1), 25-45.
Syed Hassan, S. S. (2018). Measuring attitude towards learning science in Malaysian
secondary school context: Implications for teaching. International journal of science
education, 40(16), 2044-2059.
Thomas, J. W. (2000). A Review of research on project-based learning. Journal The Autodesk
Foundation, 1(1), 111.
Toma, R. B., & Meneses Villagra, J. A. (2019). Validation of the single-items Spanish-School
Science Attitude Survey (S-SSAS) for elementary education. PloS one, 14(1), e0209027.
Topsakal, İ., Yalçın, S. A., & Çakır, Z. (2022). The effect of problem-based stem education on
the students’ critical thinking tendencies and their perceptions for problem solving
skills. Science Education International, 33(2), 136-145.
Tuthill, B. (2023). The Impact of Universal Learning Strategies on Teacher Burnout in a Project-
Based-Learning Secondary School. Master’s Thesis. Hamline University Saint Paul,
Minnesota
Urea, R. (2015). The Impact of Emotionality on The Attitude Towards The Learning Process At
Romanian Preadolescents. Procedia-Social and Behavioral Sciences, 197, 501-505.
Van den Bergh, V., Mortelmans, D., Spooren, P., Van Petegem, P., Gijbels, D., & Vanthournout,
G. (2006). New assessment modes within project-based education-the
stakeholders. Studies in educational evaluation, 32(4), 345-368.
INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT
Vol. 13, No. 4, 2024, E-ISSN: 2226-6348 © 2024
608
Venkatesh Kumar, G., & Sebastian, L. (2011). Impact of CBT on self efficacy and academic
achievement in adolescent students. Journal of the Indian Academy of Applied
Psychology, 37, 134-9.
Wedel, A., Mueller, C. R., Pfetsch, J., & Ittel, A. (2019). Training teachers' diagnostic
competence with problem-based learning: A pilot and replication study. Teaching and
Teacher Education, 86, 102909.
Weiner, B. (1972). Attribution theory, achievement motivation, and the educational
process. Review of educational research, 42(2), 203-215.
Weiner, B. (1972). Attribution theory, achievement motivation, and the educational process.
Review of educational research, 42(2), 203-215.
Wendt, J. L., & Rockinson-Szapkiw, A. (2018). A psychometric evaluation of the English version
of the dimensions of attitudes toward science instrument with a US population of
elementary educators. Teaching and Teacher Education, 70, 24-33.
Westbrook, D., Kennerley, H., & Kirk, J. (2011). An introduction to cognitive behaviour therapy:
Skills and applications. Sage.
Yaman, H. (2010). Writing anxiety of Turkish students: scale development and the working
procedures in terms of various variables. International Online Journal of Educational
Sciences, 2(1), 267-289.
Yousefian, F., & Asgharipour, N. (2013). Comparative effectiveness of group mindfulness-
based cognitive therapy and group cognitive-behavioral therapy on self-esteem of girl
students. J Fundam Ment Health, 15(59), 205-15.
