Problem-based learning effects in 9th grade biology

Abstract

The purpose of the study is to compare the effects of problem-based learning with traditional teaching methods on 9th grade biology students. The research investigates the difference in content knowledge as exhibited on multiple-choice test when students are exposed to the two methods in two biology units. It looks at how male and female students compare with regard to content knowledge and how students perceptions of learned skills differ between the two methods. At the end of the two units, the students learned the material with both methods but their scores were significantly higher after the problem-based learning method. Additionally, male students reported being more confident in what they learned and had higher rating in their perception of being able to solve a problem.