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A problem-based learning model’s effect on critical thinking skills of secondary three students learning social studies
Author
Goh, Jiang Wee
Supervisor
Wong, Siew Koon Philip
Abstract
This study examined how the implementation of curriculum intervention, Enhanced Probe Method, developed the critical thinking skills of Secondary Three Express students in the learning of social studies. Enhanced Probe Method is a hybrid form of problem-based learning (PBL) model integrating the use of technologies, cooperative learning and strategies in problem solving process.
The study also examined the students’ attitudes towards learning and solving problems when using the Enhanced Probe Method. Two groups of Secondary Three Express students participated in this study - the experimental group (N = 40) used the Enhanced Probe Method while the control group (N = 40) did not use the Enhanced Probe Method. In the problem-based learning process, the experimental group gained access to the presented problems (related to managing international relations), Internet resources and learning activities (including scaffolds) via the Learning Management System (LMS) except for one of the scaffolds which must be accessed using the Mission Player application from the laptops. Students in the experimental group have used the Internet as the primary source for gathering information to understand, analyze and solve the presented problems.
After participating in the ten-week study, the mean score of the Cornell Critical Thinking Test (Post-test) for the experimental group has improved significantly in comparison with the control group. In addition, the analyzed data from the questionnaire survey and researcher’s observations attested that students in the experimental group enjoyed using the Enhanced Probe Method and have learnt Social Studies content better than traditional teaching method (i.e. lecture). Findings from this study can provide some evidence that the Enhanced Probe Method may be an effective method for improving critical thinking skills and attitudes toward solving problems in the learning of Social Studies.
The study also examined the students’ attitudes towards learning and solving problems when using the Enhanced Probe Method. Two groups of Secondary Three Express students participated in this study - the experimental group (N = 40) used the Enhanced Probe Method while the control group (N = 40) did not use the Enhanced Probe Method. In the problem-based learning process, the experimental group gained access to the presented problems (related to managing international relations), Internet resources and learning activities (including scaffolds) via the Learning Management System (LMS) except for one of the scaffolds which must be accessed using the Mission Player application from the laptops. Students in the experimental group have used the Internet as the primary source for gathering information to understand, analyze and solve the presented problems.
After participating in the ten-week study, the mean score of the Cornell Critical Thinking Test (Post-test) for the experimental group has improved significantly in comparison with the control group. In addition, the analyzed data from the questionnaire survey and researcher’s observations attested that students in the experimental group enjoyed using the Enhanced Probe Method and have learnt Social Studies content better than traditional teaching method (i.e. lecture). Findings from this study can provide some evidence that the Enhanced Probe Method may be an effective method for improving critical thinking skills and attitudes toward solving problems in the learning of Social Studies.
Date Issued
2012
Call Number
LB1027.42 Goh
Date Submitted
2012