Learning Biology through Problem Based Learning –Perception of Students

Preeti Thakur *, Sunil Dutt**, Abhishek Chauhan***
* Research Scholar, Department of Education, Panjab University, Chandigarh, India.
** Professor & Head, Department of Education & Educational Management, National Institute of Technical Teachers Training & Research, Chandigarh, India..
*** Assistant Professor, Department of Mechanical Engineering, Panjab University Swami Sarvanand Giri Regional Centre, Hoshiarpur, Punjab, India
Periodicity:July - September'2018

Abstract

The study was undertaken to assess the student's perception while learning class 9 biology through Problem-Based Learning (PBL) method. Two hundred students of Government School of Chandigarh affiliated to Central Board of Secondary Education (CBSE), New Delhi, India, constituted the sample for the study. Hundred students were randomly assigned to the experimental group while hundred students were randomly assigned to the control group. Both the groups consisted of the students which had average, below average, and high academic achievement. Experimenter did not disturb the normal set up of the classroom in the school while undertaking the study. Both the groups were taught the topics of biology of class 9th Science as per science text book issued by NCERT (National Council for Education, Research, and Training). On completion of the selected topics of biology, students of experimental group were asked to fill the opinnionaire which consisted of 25 items to analyze their perception towards PBL. Percentage technique was employed for analyzing the results. The study revealed that PBL makes learning an enjoyable experience by exploring new knowledge, increasing curiosity amongst the learners, linking previous knowledge, and creating interest.

Keywords

Problem-based Learning, Opinnionaire, Opinion, Perception, Biology

How to Cite this Article?

Thakur, P., Dutt, S., & Chauhan, A. (2018). Learning Biology through Problem Based Learning –Perception of Students. i-manager’s Journal of Educational Technology, 15(2), 44-54.

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