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The Effects of Problem-Based Learning on Self-Directed Learning Skills among Physics Undergraduates

Author

Listed:
  • Majed Saleem Aziz
  • Ahmad Nurulazam Md. Zain
  • Mohd Ali Bin Samsudin
  • Salmiza Binti Saleh

Abstract

The aim of this study is to compare the effects of three methods: problem-based learning (PBL), PBL with lecture method, and conventional teaching on selfdirected learning skills among physics undergraduates. The actual sample size comprises of 122 students, who were selected randomly from the Physics Department, College of Education in Iraq. In this study, the pre- and post-test were done and the instruments were administered to the students for data collection. The data was analyzed and statistical results rejected null hypothesis of this study. This study revealed that there are no signifigant differences between PBL and PBL with lecture method, thus the PBL without or with lecture method enhances the self-directed learning skills better than the conventional teaching method.

Suggested Citation

  • Majed Saleem Aziz & Ahmad Nurulazam Md. Zain & Mohd Ali Bin Samsudin & Salmiza Binti Saleh, 2014. "The Effects of Problem-Based Learning on Self-Directed Learning Skills among Physics Undergraduates," International Journal of Academic Research in Progressive Education and Development, Human Resource Management Academic Research Society, International Journal of Academic Research in Progressive Education and Development, vol. 3(1), pages 126-137, January.
    • Handle: RePEc:hur:ijarpe:v:3:y:2014:i:1:p:126-137
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