The Effectiveness of Problem-Based Learning Approach to Mole Concept among Students of Tamale College of Education

Abstract

The purpose of the study was to determine the effectiveness of problem-based learning (PBL) approach to mole concept among students of Tamale College of Education. The study was quasi-experimental research and nonrandomized control group pre-test – post-test design. The total population considered for the study was 543 first year students of Tamale College of Education. The sample size was 88 first year students offering the General Programme. The selection procedure was nonrandomized. Intact or already existing classrooms were used for the study. The control group consisted of 44 first year students and the experimental group was equally 44 first year students as this arrangement was the prevailing situation in the two intact classes at the time the study was conducted. In the experimental group, the Problem-Based Learning (PBL) approach was used while the Traditional Lecture-Based (TLB) method was used in the control group. The instrument used in the study was the Mole Concept Achievement Test (MCAT) which took the form of pre-test and post-test. The reliability coefficients were found to be 0.736 and 0.751 for the pre-test and post-test respectively. Data were analysed using t-test and bar charts. The results of the study revealed that the PBL resulted in significantly higher students’ achievement in mole concept than the TLB. 

Keywords: General Programme, Achievement, Treatment, Experimental Group, Control Group