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https://ptsldigital.ukm.my/jspui/handle/123456789/487794Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Kamisah Osman, Prof. Madya Dr. | - |
| dc.contributor.author | Kan'an Ashraf Fouad Ahmad (P61660) | - |
| dc.date.accessioned | 2023-10-11T09:32:36Z | - |
| dc.date.available | 2023-10-11T09:32:36Z | - |
| dc.date.issued | 2015-04-01 | - |
| dc.identifier.other | ukmvital:83118 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/487794 | - |
| dc.description | Problem Based Learning (PBL) has been shown to be more effective than lecturebased method in fostering Self-Directed Learning (SDL) and problem solving skills of students, and also to enhance the knowledge acquisition and retention. Despite this it has being recommended by science educators worldwide; yet it remains to be evaluated in Qatar. The purpose of the study is to examine the effect of PBL instruction on 12th grade students' academic achievement, problem-solving skills and SDL in the unit of genetics and inheritance. Quasi experiment with non-equivalent control group, and pretest and posttest design was used for this study. The sample consisted of 78 students from Nasser Bin Abdullah Al-Atyya Independent Secondary School for Boys in Qatar. Four classes instructed by two biology teachers were randomly assigned as experimental and control groups. The experimental group students were taught the subject through PBL, while the control group students received the conventional instruction. Academic achievement was measured using an achievement test which was divided into two parts: multiple choice and essay questions. Meanwhile problem solving skills and SDL were assessed using the Solving Problem Scale (SPS) and Self Directed Learning Readiness Scale (SDLRS), respectively both of them employed a five point Likert scale. All the three instruments underwent pretest and posttest. The data was analyzed using quantitative measures which are mainly MANOVA and ANOVA. Results of the study revealed that students in PBL classes had higher mean scores on achievement test, SPS, and SDLRS. Therefore, the PBL students appeared to be better compared to the conventional students in terms of academic achievement, problem-solving skills and SDL. The implication of the study suggested that PBL is seen effective in learning genetics and inheritance unit for 12th grade students in Qatari schools. It suggested that PBL approach should be widely used in teaching and learning of other biology topics in the curriculum.,Ph.D,Pembelajaran Berasaskan Masalah (PBM) telah terbukti lebih berkesan daripada kaedah yang berbentuk syarahan dalam memupuk Pembelajaran Terarah Kendiri dan kemahiran menyelesaikan masalah, dan juga untuk meningkatkan pemerolehan ilmu pengetahuan dan pengekalannya. Walaupun ia telah dicadangkan oleh pendidik sains di seluruh dunia; namun ia masih belum dinilai keberkesanannya di Qatar. Tujuan kajian ini adalah untuk mengkaji kesan PBM ke atas pencapaian akademik pelajar Gred 12 yang dikenal pasti berasaskan tahap pencapaian, kemahiran menyelesaikan masalah dan Pembelajaran Terarah Kendiri untuk unit genetik dan warisan. Reka bentuk kuasi eksperimen kumpulan bukan kawalan, dan ujian pra dan pasca telah diaplikasikan dalam konteks kajian yang dijalankan. Sampel kajian terdiri daripada 78 orang pelajar lelaki daripada Sekolah Menengah Bebas Nasser Bin Abdullah Al-Atyya di Qatar. Empat kelas yang dikendalikan oleh dua orang guru Biologi dipilih secara rawak sebagai kumpulan eksperimen dan kawalan masing-masing. Pelajar kumpulan eksperimen diajar menggunakan pendekatan PBM manakala pelajar kumpulan kawalan mengalami pembelajaran secara konvensional. Pencapaian akademik pelajar diukur dengan menggunakan ujian pencapaian yang telah dibahagikan kepada dua bahagian iaitu soalan aneka pilihan dan soalan esei. Sementara itu kemahiran menyelesaikan masalah dan pembelajaran terarah kendiri diukur dengan menggunakan skala penyelesaian masalah dan skala kesediaan pembelajaran kendiri, masing-masing dikemukakan dalam bentuk Skala Likerart lima mata. Ketiga-tiga instrumen menjalani pengukuran pra dan pasca. Data dianalisis dengan menggunakan langkah-langkah kuantitatif yang melibatkan MANOVA dan ANOVA. Keputusan kajian menunjukkan bahawa pelajar-pelajar yang telah mengikuti pengalaman pembelajaran secara PBM mempunyai skor min yang lebih tinggi dalam ujian pencapaian, kemahiran pinyelesaian masalah dan mempunyai kesediaan pembelajaran terarah kendiri yang lebih tinggi. Oleh itu, pelajar yang didedahkan dengan pengalaman PBM mempunyai pencapaian akademik yang lebih baik, kemahiran menyelesaikan masalah dan pembelajaran terarah kendiri yang relative lebih tinggi berbanding pelajar yang belajar secara konvensional. Implikasi kajian ini mencadangkan bahawa PBM merupakan pendekatan pembelajaran yang berkesan dalam pembelajaran genetik dan unit warisan untuk pelajar sekolah gred 12 di Qatar. Kaedah ini seharusnya diperluaskan kepada pembelajaran unit-unit Biologi lain seperti mana yang terkandung dalam kurikulum. | - |
| dc.language.iso | eng | - |
| dc.publisher | UKM, Bangi | - |
| dc.relation | Faculty of Education / Fakulti Pendidikan | - |
| dc.rights | UKM | - |
| dc.subject | Genetics and inheritance | - |
| dc.subject | Learning disabled children | - |
| dc.title | The effect of problem based learning on learning genetics and inheritance in Qatari schools | - |
| dc.type | Theses | - |
| dc.format.pages | 309 | - |
| dc.identifier.callno | LC4704.K343 2015 | - |
| dc.identifier.barcode | 001853 | - |
| Appears in Collections: | Faculty of Education / Fakulti Pendidikan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_83118+SOURCE1+SOURCE1.0.PDF Restricted Access | 2.37 MB | Adobe PDF |  View/Open |
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