problem-based learning remediation lesson in ... - DepEd Naga City

MARK ANTHONY H. RUPAT-I, T. A. Merioles Sr. MHSDivision of Masbate

When students are learning poorly,we cannot expect them to be readyfor further learning, or for work.

Problems in Science Education•Poor scientific literacy and low successrates in Science Education;•Inappropriate teaching methodologies;•Relevance and•Overloaded curriculum.

Difficulties in Learning Chemistry• Specialized vocabulary• Mathematical nature• The amount of material to be learned• Abstract conceptual nature

NAT MPS Secondary Education LevelPhilippines60402002003-2004 2004-2005 2005-2006 2006-2007 2007-2008Philippines 37.75 46.8 44.33 46.64 49.26

NAT Result SY 2007-2008• Solving the number of molesgiven the mass of a compound• Mole concept to determine thepercent composition of acompound• Chemical equations involved inchemical processes.“ReactionStoichiometry”

Statement of the Problem• What remediation lesson may be developed usingProblem-Based Learning approach?• What is the content validity of the lesson asdetermined by experts in terms of objectives,learning experiences and assessment of outcomes inline with Problem-Based Learning?• What are the valued-added effects of PBL onconceptual understanding, science process skills andattitude towards learning stoichiometry?

Theoretical FrameworkLearner’sExistingKnowledgeProblem-BasedLearning(External Stimuli)ScientificInquiryAssimilationAccommodationDescriptiveInquiryCreation andTestingLearner’sNewKnowledge

Conceptual FrameworkStoichiometryLessonUse ofPBLEvaluation of Experts as to: Consistency among objectives; Learning experiences, and Assessment of outcomes.ENHANCED:‣ ConceptualUnderstanding‣ ScienceProcess Skills‣ PositiveAttitudetowardsStoichiometry

Research Design and Methodology• Pre-experimental research design specificallythe one-group-pretest-posttest design.• The respondents of this study were 55 thirdyear students of Temistocles A. Merioles Sr.Memorial High School, school year 2010-2011.

Instrumentation• Chemistry ConceptualUnderstanding Test(CCUT)• Science Process SkillsTest (SPST)• Stoichiometry AttitudeScale• Expert’s Assessment ofthe PBL lesson• PBL Assessment Sheets• Evaluation Rubrics• Students’ Journal Entries

Results and Discussions

Identification of the least learnedtopics in the lesson• NAT result SY 2007-2008 on the national levelreached only “low mastery level”.• The researcher developed a lesson under the unit“Reaction Stoichiometry.”• Nine topics were included in the unit to cover theother competencies such as: atomic mass, molarmass, and molecular mass; chemical reactions andequations; and percent composition, amounts ofproducts and reactants, and limiting reagents andreaction yield.

Selection of the problem suited tothe students’ level of understanding• Result of the testconducted to the student’safter the traditionalmethod of teaching• Familiarity of the studentswith the process ofcarbonation• The problem was chosenfrom among the problemswhich are the most fittingto the real world• Open-ended• Arouse sense of curiosity• Focus on only one issue• Teach ethical and goodbehavior• Help students to reflectand express themselvesfreely.

“Investigation of the components of CARBONATED DRINKS”You are assigned as the new chief chemist in a company thatformulates finest carbonated beverages in the country. Yourfirst assignment is to investigate a claim that has been filedregarding five hundred thousand 8oz bottles of a productformulated in your laboratory. The report says that thebeverages taste flat. It is now your responsibility to determinewhat happened in the production of this product and to developa plan of action to correct the problem. You are to make areport to the production head immediately.

Eight Features of PBLexplore the problem,create hypotheses,identify issues andelaborate on theproblemattempt to solve theproblem based onprior knowledgeidentify what needs toknow and how that lackof information andknowledge is impendinga solution to the problemprioritize learningneeds, set own goalsand objectives, andallocate the use ofavailable resourcesdo the necessaryresearch, study, andpreparation to solvethe problemwork in small groups andshare all new informationand knowledgeeffectively so that allmembers have a commonbase of new learningapply the newknowledge to solvethe problemgive feedback byassessing the newknowledge, the problemsolution, and theeffectiveness of theprocess used

LESSON FORMAT (2010 SEC)

Experts’ Assessment of the Content Validityof the Developed Remediation Lesson

Value-added Effects of PBL in termsof Conceptual Understanding inChemistry

Factors affecting the development ofconceptual understanding using PBL• Nature of the PBLprocess• Employ of the tutorguidancerole by thefacilitator• Motivation to learn• Long term retention ofthe content• Role of the students inthe PBL setting

Value-added Effects of PBL in termsof Science Process Skills

Value-added Effects of PBL in termsof Attitude“Mas damo akon naarman sa stoich san guindiscuss ini paagi san PBL. Waran damo nacalculation, board work kag problem solving!”(I like the topic stoichiometry, when it is beingpresented using PBL. Less calculations, boardwork and problem solving!)

Conclusions• A remediation lesson in stoichiometry coveringthe topics: atomic mass, molar mass, andmolecular mass; chemical reactions andequations; and percent composition, amounts ofproducts and reactants, and limiting reagents andreaction yield was developed using ProblemBased Learning approach.

Conclusions• The PBL lesson was rated by experts to be “excellent”in all these aspects: objectives; learning experiencesand assessment of outcomes.

Conclusions• The PBL lesson improved the students’ conceptualunderstanding, science process skills and attitudetowards stoichiometry as evidenced by a largemean gain in the tests on conceptualunderstanding and science process skills and theshift from a less favorable attitude to a remarkablyfavorable attitude after the PBL lesson.

This study on the use of PBL can be a solution tomeet the current learning needs in scienceeducation. Therefore the educational system in thecountry should consider optimizing the use of PBLin the classroom. The use of PBL as an alternativeteaching strategy cannot be accomplished all of asudden. It should be implemented cautiously as astrategic approach. Necessary preparationalmeasures should be taken to ensure implementingthe approach towards more effective result.

Thank you!“Together we couldmake beautifulmolecules.”