CHAPTER I

INTRODUCTION

Background of the Study

Problem based learning (PBL) according to one problem, is a teaching

strategy in which students learn by solving problems. These problems are resolved

by the students in society, and according to research, the students rely on their

current knowledge of the problem. The information they need to know to solve the

problem is the strategies they use to solve the problem.” (Stanford University

Newsletter on Teaching, 2001).

Problem-Based Learning (PBL) is a study in a way which complications

of real-spoken words are used as a vehicle for young people to develop concepts

and principles compared to direct demonstrations of facts in concept. Knowledge

acquisition refers to the process of adding new knowledge to a knowledge base

and refining or otherwise improving knowledge that was previously acquired. It is

usually associated with some purpose such as expanding the capabilities of a

system or improving its performance at some specified task.

In addition to this content, Problem-Based Learning can promote the

development of critical thinking skills, problem-solving abilities, and

communication skills. It can also provide opportunities for working in groups,

finding and evaluating research materials, and life-long learning. Problem-Based

Learning can be incorporated into any learning situation. Through Problem-Based

teaching, students would be able to range their cognitive ability in lab and design
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classes and simply start a single discussion. Problem-Based Learning can also be

used to create assessment items. The main thread connecting these various uses

is the real-world problem. They try to formulate the problem in terms they can

understand, decide what information they need to find the information, reiterate the

process until the problem is solved, and at the end they reflect on what they have

done and how and how successful they have been.

Students have different styles of learning. Most take notes, others rely on

visual aids for better understanding, and some take audio recordings of the lessons

that they can play over and over. Problem-based learning is a student-centered

kind of discipline where students are expected to learn through problem solving.

Studies have shown that students who are enrolled in courses or classes that apply

problem-based learning experience greater satisfaction with the class and their

experiences. Surely, in a way, they’re more difficult, but they’re also more engaging

and educational. The students also have a more positive attitude towards the

academic environment than those who aren’t in problem-based learning programs.

The Education in the 21st century need personal meaning making and

construction of understanding. This process is encouraged through student-

teacher active interaction and social negotiation among squint. However, this

approach demands new teaching methods and plan as well as greater

empowerment of learning onto learners. This analysis is an exploratory study on

the ability of PBL to encourage learning and skill purchase during teaching and

learning. This intervention explored the ability of PBL to promote the much-needed

generic skills in students. These generic masteries include communication,

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censorious and problem solving, collaboration and life-long learning skills.

separated from this, the research explored how PBL help scholars learn through

their class conversation, discussion and interaction.

Problem-based learning (PBL is an comprehensive in which scholars learn

through ease problem solving. In PBL, student learning centers on a compound

problem that does not have a single correct answer. Scholars work in combined

groups to identify what they need to learn in order to solve a problem. They capture

in self-directed learning and then apply their new understanding to the problem

and return on what they learned and the effectiveness of the plan employed. The

tutor acts to facilitate the learning process somewhat than to provide

understanding. The goals of PBL include helping students develop flexible

knowledge, effective problem-solving skills, effective alliance skills, and inborn

motivation.
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Theoretical Framework

This study was hold on to different theories that emphasizes the study problem-

based learning. (PBL) promotes different disciplines and places that will link to the

theoretical work to the specific PBL-based teacher education. It is one of problem-

based learning model that has been known since John’s Dewey. Problem-based

learning is focus on the learning model. Students involving learning through

problem solving through real state, and involves the relation between the stimulus

and the response.

Problem based learning is one of the interactions between stimulus and

response, it is the relationship between two directions of learning and environment.

The environment gives to input to the students helping and problem, while the

brain’s nervous system functions to interpret the aid effectively so solve the

problem encountered can be investigated, assessed and analyzed, and find to

solve the good problem. The students experienced got by the environment will lead

to use the materials and easy to understanding and can be used as guideline of

learning objectives. It is a model students-centered instruction that involves

learning through problem solving through a real circumstance.

Problem-based learning (PBL) emphasizes active generation of learning

issues by students. Both students and teachers, however, tend to worry that not

all-important knowledge will be acquired. To discover this question, problem

effectiveness. Thinking and skills solving problems are not required to measured

or counted on national basis. But research shows that while student is making

progress in studying some skills, only a small percentage is performing at the

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desired grade level and studying higher thinking. The problem-based learning is

suitable for movement for higher standards and eminent accomplishment.

Motivation Based Learning can motivate flexible students and raise their

understanding and success through research experience managed by teachers.

These student-focused strategies build complex thinking and reasoning skills,

further students and librarians' ability, and help students earn ownership in their

own work.

Educators employ active learning strategies to the students to collaborate

with their classmates and manage their own activities. The teacher serves as a

guide to learning, providing room for students to increase their own creativity and

build their independence. Textbooks, as one of the valid information sources that

teachers rely less including everything from the Internet to community members.

In addition to this content, schools using active learning become more flexible,

allowing teachers greater freedom to direct their students and structure their own

courses. They recognize that skills help students master information needed to

solve that a problem and building their analytical comprehension.

Its potential to develop student has not been utilized in higher education.

Students report that problem-based learning is fun. This includes knowledge

acquisition, enhanced group collaboration and communication. Hence, Problem-

based learning process does not focus on problem solving with a defined solution,

but it allows for the development of other desirable skills and attributes.

Learning to solve a problem base approach is the lesson process involves

working in small groups of beginners. Each scholar takes on a role within the group
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that may be formal or informal and the role often alternates. It is focused on the

student's reflection and reasoning to construct their own learning. The Maastricht

seven-jump process involves clarifying terms, issues, brainstorming, structuring

and theory, learning objectives, independent study and combination. In short, it is

recognizing what they already know, what they need to know, and how and where

to access new data that may lead to the resolution of the problem. The role of the

tutor is to facilitate learning by supporting, guiding, and monitoring the learning

process. The tutor aims to build scholars' confidence when label problems, while

also expanding their understanding. This process is based on creative person.

Problem-based learning (PBL) is an approach to learning used in many

health science schools worldwide. The involvement of students in the process

helps them to cope up with their shared experiences, refine ideas, centralized what

they know, and rehearse the arguments that will orient them.

In a clinical scenario, learning motivation is no longer placed on memorizing

facts for a multiple-choice exam. Instead, knowledge is gained and understood in

order to apply it to the clinical scenario and ultimately serve the future patient. The

major challenges for implementation of PBL in developing countries are the

economic environment, lack of full-time teachers trained as experts/tutors, number

of students enrolled, the need for specially equipped rooms and well stocked

libraries.

Now days we are live an age, where the technological development develop

very quickly, this result show that we should be able to follow it, one of manner we

can follow of this development with one learning of mathematics, mathematics is

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greatly exploited in everyday life, hence all of teacher is very important to studying

mathematics subject. The teacher tried to generated the students’ participants who

think critically, understand the concept of mathematics, and the result is good

learning. It can be accepted if the teacher used kinds of learning methods, which

corresponded to the material being taught. However, the fact some of teachers still

many used traditional learning methods that because students’ think that

mathematics is not important in everyday life, so that the students do not

understand the mathematics concept, until the students’ have less learning

outcomes. This thing which need to be clarify by the educators that the world

should quickly change and where it needs to mathematics as a way to represent

the change. In the century where the essentials requirement is what which we learn

must be useful in everyday life to solve dynamic competition. to deal with this

situation we (teacher). Want to generate critical thinking skill among learners.

Although, they are many methods to teach mathematics in the world but the

method will be adopted by teacher. Mathematics is a method of speech

(instruction). This is an important issue in teaching mathematics, creating

difficulties, less the achievement and less of mathematical concept that will be

knowing with the learners.

Problem-based learning offers K-12 teachers an organized method to help

their students improve thinking and problem-solving skills while they master

important subject learning here in the Philippines. It serves as an active role in the

classroom to the students through problems that is connected to their lives and

procedures that requires them to look for needed information, think through a
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situation, solve the problem, and develop a final presentation. It enables the

students with significant freedom while providing a process that teachers can use

to guide and lead students.

Conceptual Framework

This study aimed to determine the effectiveness of problem-based learning

on the knowledge acquisition of Universidad de Zamboanga Senior High School

students. The schematic diagram of the study is presented below.

Independent Variable Dependent Variable

Effectiveness of Problem - Knowledge Acquisition of

Based Learning Universidad de Zamboanga
Senior High School
Students

Figure 1: Conceptual Paradigm of the Study

This study was focused on the effectiveness of problem-based learning on

the knowledge acquisition of Universidad de Zamboanga Senior High School

students. The conceptual paradigm of the study it shows that the effectiveness of

problem-based learning is the independent variable. Knowledge acquisition of

Universidad de Zamboanga Senior High School students is the independent

variable.
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Statement of the Problem

This study aimed to determine the effectiveness of Problem Based

Learning on the knowledge acquisition of Universidad De Zamboanga Senior High

School students.

Specifically, this study sought to answer the following questions:

1.) What is the demographic profile of the students when they are grouped?

according to:

1.1. Age;

1.2. Sex;

1.3. Ethnicity; and

1.4. Strand?

2.) To what extent is the effectiveness of problem-based learning on the

knowledge acquisition of Universidad de Zamboanga Senior High School

students?

3.) Is there any significant difference between effectiveness of problem-based

learning to the knowledge acquisition when they are grouped according to their

profile?
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Hypothesis

This study was guided by a null hypothesis tested at 0.05 level of

significance.

Ho. There is no significant difference between the effectiveness of problem

–based learning on the knowledge acquisition of UZ-SHS Students when they are

grouped according to their profile?

Significance of the Study

The outcome of this study aims at determining the effectiveness of

Problem Based Learning on the knowledge acquisition of Universidad De

Zamboanga Senior High School students.

School. This study aimed to provide teachers and students co-construct

the instructional agenda in a student-centered environment such as problem-

based learning (PBL).

Teachers. This study aimed to raise concern about teacher’s pedagogical

actions with various kinds of knowledge.

Students. This study aimed to requires students to become responsible for

their own learning.

Future Researchers. This research seeks to explore how problem-based

learning (PBL) supported learning and the acquisition of generic skills in school.
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Scope and Delimitation

This study was delimited on the effectiveness of problem-based learning on

the knowledge acquisition of Universidad de Zamboanga Senior High School

students. The focus of the study was only held in the school of Universidad de

Zamboanga City Campus of some maximum of 150 respondents. The study

covered variety of assessment methods to diagnose student’s strength and needs,

plan and adjust instruction.

Operational Definition of Terms

The researchers defined the following terms for clarity as they are used in

the context of this research, namely.

Assessment – This term refers to the measurement of gathering data and the

process of gathering data or organizing data given by the teachers to assess

students knowledge acquisition to know their improvements and ability based on

problem-based learning.

Cognitive- This term refers to the involvement of conscious mental activities such

as thinking, understanding, learning, and remembering approach to the students

ability in assessing the students knowledge acquisition.

Constructivism-This term refers to the acts or actions of the students in deciding

a creative choice either negative or positive base on the assessment or test given

to the students.
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Knowledge Acquisition – This term refers to the process of adding new

knowledge or otherwise improving knowledge that was previously acquired by the

students

Problem-Based Learning – This term refers to an instructional approach where

students learn by solving challenging, open-ended problems.