Evaluating video-based PBL approach on performance and critical thinking ability among Ugandan form-2 secondary school students

Abstract

In recent years, there has been a growing emphasis on innovative teaching methods in secondary education as educators seek to enhance students’ critical thinking abilities and motivation to lean. This research focuses on evaluating the impact of a video-based Problem-Based Learning (PBL) approach on the performance and critical thinking ability of Ugandan Form-2 secondary school students. We assessed students’ performance and motivation for critical thinking using a test and their motivation using a motivational scale. The quasi-experimental design involved 144 students selected from four schools in the Sheema District. All students were pretested before the experimental group underwent a video-based PBL intervention and posttested after the intervention. Data entry and analysis were conducted using MS Excel 2016 and SPSS v.25. Inferential statistics revealed a statistically significant difference in critical thinking ability before and after learning the unit on simple machines in physics. Additionally, a positive motivation to learn physics was statistically proven after the intervention. Notably, students from government schools exhibited diverse performance, while private school students showed greater improvement and motivation after the instructional intervention. In conclusion, the results demonstrate that video-based PBL is an effective method for teaching physics and fostering motivation to learn the subject. Consequently, we recommend that teachers incorporate this approach into their daily teaching practices and call upon stakeholders to support the implementation of these resources in the classroom.

Keywords:

• Academic achievement
• motivational scale
• problem-based learning
• video-based PBL
• simple machine unit

Reviewing Editor:

• Muesser Nat, Management Information Systems, Cyprus International University, Turkey

Subjects:

• Middle School Education
• General Physics
• Internet & Multimedia - Computing & IT

Acknowledgments

The appreciation goes to the African Centre of Excellence for Innovative Teaching and Learning Mathematics and Sciences (ACEITLMS) at the University of Rwanda - College of Education (URCE) for financial support to conduct this research. Teachers and students who are involved in this study are also acknowledged.

Ethical approval

The research project passed through an internal collegial Ethical process, and it adheres to the ethical standards and principles of the University of Rwanda College of Education.

Statement regarding research involving human participants and/or animals

Permission to access the schools was sought from the Ministry of Education and Sports, office of the permanent secretary (PS), who wrote to the Chief Administrative officer (CAO) with Copies to the District Education officer (DEO) and Resident district commissioner (RDC) to provide the necessary support for the study. With permission from the CAO, the DEO wrote to school heads and alerted them about the research study. The school heads responded positively and even sent their physics teachers who teach form two to attend a three-day training on how to use problem-based learning (PBL).

Informed consent and consent to participate

Some days, after the training of the treatment groups, there was a briefing of students, physics teachers, school administrators, and the traditional group at their respective schools on what the intervention will look like. Participants voluntarily signed consent forms.

Consent to publish

Journal of Science Education and Technology has right to publish this article.

Author’s contribution

The first author conceived the study, collected and analyzed the study, and wrote the manuscript. Coauthors conceived the study and reviewed the manuscript.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Availability of data and materials

The datasets generated during and/or analysed during the current study are available from the open source of figshare: flagshare

Additional information

Funding

This work was supported by African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, University of Rwanda.

Notes on contributors

Gumisirizah Nicholus

Gumisirizah Nicholus, PhD Candidate-Physics Education at African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda, College of Education, (UR-CE); Master’s degree in Physics of Mbarara University of Science and Technology; Bachelor’s degree in Physics/Math & Diploma in Physics/Math of Kyambogo University in Uganda. He is acertified Active Teaching Learning Practitioner, Senior lecturer in Physics at National Teachers College, Kabale, Uganda.

Joseph Nzabahimana

Joseph Nzabahimana, PhD in Engineering-Materals Science from Huazhong University of Science and Technology- China; Master’s degree in Physics from University of Liege (Belgium); Bachelor’s degree in Physics Education from National University of Rwanda; Postgraduate certificate in learning and teaching in Higher education awarded by University of Rwanda. He is a senior lecturer at University of Rwanda, College of Education.

Charles M. Muwonge

Charles M. Muwonge, PhD, is a Seniorlecturer in Psychology at Mbarara University of Science and Technology in Uganda. He has passion for teaching and mentoring students with over 12 years of experience. His interests includes Educational Psychology, science education, child trauma and violence and psychology.