Year: 2017 | Month: December | Volume 8 | Issue 3
Effectiveness of Project Based Learning (Constructivist Learning Approach) on Students Achievement in Science at Secondary Level
Abstract:
Project Based learning (PBL) is a student centered instructional approach used to promote active learning by involving students in investigation real world issues in a collaborative environment. It gives learner’s pace of learning, place and learner’s control of time. PBL is a innovative teaching method and it is based on constructivist epistemology and pedagogy. In this method, children construct their own knowledge with their own experiences. The main object of the present study is to examine the efficacy of PBL on educational achievement in science at secondary level. This research is based on Pre-test Post-test Control Group Quasi Experimental Design. In this study, one secondary school was selected with the help of simple random sampling technique. All 60 students of class 9th of that school were included in research and they were divided in to two equal groups. There were 30 students in experimental group and 30 students in control group. Researcher used self-made APAT (Air Pollution Achievement Test) for data collection. The Pre-test of APAT administrated on both groups before starting the experiment. After it, the learning opportunities were given to experimental group through PBL and to control group through traditional method to learn chapter air pollution of science subject for 16 days. When treatment was over, Post-test of APAT was administrated by the researcher. An analysis of data was done using both descriptive (Mean, Median, Mode) and inferential (t-test) statistics after collecting data. Hypotheses were tested on 0.05 level of significance. After analysis of data it is found that the educational achievement level of experiment group is more than the achievement level of control group. That’s by it is proved that PBL is more effective learning approach than traditional method to learn science.
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