Netto-Shek, Jo-Ann

Dropping number of enrolments in physics is the primary motivation of this study. Students’ view of physics as a difficult subject contributed to this scenario, and problem-solving skills and motivation directly influenced them. Physical practice proved that problem-based learning (PBL) improves students’ motivation and problem-solving skills. Hence, main objective of this study is to investigate the impact of the integrated online problem-based learning (iON-PBL) module of physics on students’ motivation and problem-solving skills in learning physics. Quasi-experimental research approach was used with a pre-test, post-test, and delayed post-test control group design. The target population comprises of 166 students, 88 females and 28 males, amongst pre-university students of the Preparatory Centre for Science and Technology (PPST), Universiti Malaysia Sabah. Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich & Groot and Problem-Solving Inventory (PSI) by Heppner & Petersen were adopted as the instruments to measure students’ motivation and problem-solving skills towards learning physics after intervention with the iON-PBL module of physics. Data collected was analysed using SPSS, with paired sample t-test to test the research questions and hypotheses raised at an alpha level of 0.05. Study shows significant difference in students’ motivation towards learning physics, i.e., intrinsic value, and cognitive strategy use components. Similar results in problem-solving skills, i.e., students’ personal control, where this component shows significant difference favour to the experimental group. Some suggestions on how to implement iON-PBL effectively are also highlighted.