Development of Self Directed Problem Based Learning (PBL) module for high school Biology

Development of Self Directed Problem Based Learning (PBL) module for high school Biology

<p>This research aims to develop a valid and reliable Self-Directed PBL module using the</p><p>adapted recommendations found in the models provided by Problem-Based Learning</p><p>Network (PBLN) at Illinois Mathematics and Science...

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Main Author: Yashene Suppiah
Format: thesis
Language:eng
Published: 2022
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QH Natural history
Online Access:https://ir.upsi.edu.my/detailsg.php?det=10580
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institution Universiti Pendidikan Sultan Idris
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topic QH Natural history
spellingShingle QH Natural history
Yashene Suppiah
Development of Self Directed Problem Based Learning (PBL) module for high school Biology
description <p>This research aims to develop a valid and reliable Self-Directed PBL module using the</p><p>adapted recommendations found in the models provided by Problem-Based Learning</p><p>Network (PBLN) at Illinois Mathematics and Science Academy (IMSA) and the</p><p>instructional design model for ill-structured problem-solving by D. H. Jonassen. These</p><p>design concepts were combined to meet the module development model proposed by</p><p>Sideks Model. Biology educators perception towards the Self- Directed PBL</p><p>modules learning guide, facilitator guide, problem scenario assessment, self-directed</p><p>learning planning assessment and learning activity were investigated using quantitative</p><p>approaches. A total of 44 educators were selected using random sampling from a</p><p>population of 50 in one of the Perak districts. The validity and reliability of the module</p><p>were measured using percentage of expert agreement and Cronbachs Alpha</p><p>respectively. A set of questionnaire was adapted and used to investigate the biology</p><p>educators perception towards the modules learning guide, facilitator guide, problem</p><p>scenario assessment, self-directed learning planning assessment and learning activity.</p><p>The data obtained was analysed using the Statistical Package for Social Science</p><p>(SPSS) to measure the percentages and mean. Findings showed that the Self-Directed</p><p>PBL module has achieved 100% expert agreement for validity and a reliability value of</p><p>0.896. Biology educators perception towards the five constructs in the questionnaire</p><p>gained the mean of 4.30, 4.24, 4.38, 4.32 and 4.38 respectively. As a conclusion a valid</p><p>and reliable Self Directed PBL module was successfully developed and gained positive</p><p>perception from biology educators. This research implicates the development of Self</p><p>Directed PBL module is capable to act as an additional support to educators in a PBL</p><p>environment to fully harness the benefits of PBL in classrooms.</p>
format thesis
qualification_name
qualification_level Master's degree
author Yashene Suppiah
author_facet Yashene Suppiah
author_sort Yashene Suppiah
title Development of Self Directed Problem Based Learning (PBL) module for high school Biology
title_short Development of Self Directed Problem Based Learning (PBL) module for high school Biology
title_full Development of Self Directed Problem Based Learning (PBL) module for high school Biology
title_fullStr Development of Self Directed Problem Based Learning (PBL) module for high school Biology
title_full_unstemmed Development of Self Directed Problem Based Learning (PBL) module for high school Biology
title_sort development of self directed problem based learning (pbl) module for high school biology
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Sains dan Matematik
publishDate 2022
url https://ir.upsi.edu.my/detailsg.php?det=10580
_version_ 1804890575625781248
spelling oai:ir.upsi.edu.my:105802024-07-10 Development of Self Directed Problem Based Learning (PBL) module for high school Biology 2022 Yashene Suppiah QH Natural history <p>This research aims to develop a valid and reliable Self-Directed PBL module using the</p><p>adapted recommendations found in the models provided by Problem-Based Learning</p><p>Network (PBLN) at Illinois Mathematics and Science Academy (IMSA) and the</p><p>instructional design model for ill-structured problem-solving by D. H. Jonassen. These</p><p>design concepts were combined to meet the module development model proposed by</p><p>Sideks Model. Biology educators perception towards the Self- Directed PBL</p><p>modules learning guide, facilitator guide, problem scenario assessment, self-directed</p><p>learning planning assessment and learning activity were investigated using quantitative</p><p>approaches. A total of 44 educators were selected using random sampling from a</p><p>population of 50 in one of the Perak districts. The validity and reliability of the module</p><p>were measured using percentage of expert agreement and Cronbachs Alpha</p><p>respectively. A set of questionnaire was adapted and used to investigate the biology</p><p>educators perception towards the modules learning guide, facilitator guide, problem</p><p>scenario assessment, self-directed learning planning assessment and learning activity.</p><p>The data obtained was analysed using the Statistical Package for Social Science</p><p>(SPSS) to measure the percentages and mean. Findings showed that the Self-Directed</p><p>PBL module has achieved 100% expert agreement for validity and a reliability value of</p><p>0.896. Biology educators perception towards the five constructs in the questionnaire</p><p>gained the mean of 4.30, 4.24, 4.38, 4.32 and 4.38 respectively. As a conclusion a valid</p><p>and reliable Self Directed PBL module was successfully developed and gained positive</p><p>perception from biology educators. This research implicates the development of Self</p><p>Directed PBL module is capable to act as an additional support to educators in a PBL</p><p>environment to fully harness the benefits of PBL in classrooms.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=10580 https://ir.upsi.edu.my/detailsg.php?det=10580 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Sains dan Matematik <p>Albanese, M. A., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68(1), 5281. https://doi.org/10.1097/00001888-199301000-00012</p><p>Alharbi, H. A. (2015). Improving Students English Speaking Proficiency in Saudi Public Schools. International Journal of Instruction, 8(1), 105116.</p><p>Arman, A. (2018). 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