Problem-based Learning (PBL) Using Resource Mining as a Teaching Approach: An Action Research

Problem-Based Learning (PBL) is a teaching approach wherein learners are immersed in different issues to create real-life solutions. This approach is widely used to increase learners’ academic performance and promote positive behavioral change. Following the positive impacts of this approach, this study was conducted to uncover the possibility of merging PBL with secondary resources (articles, videos, recorded lectures) to create an innovative teaching approach responsive to the call for ICT integration in 21st-century education in teaching scientific concepts. A quasi-experimental research design was used in this study with a total of 240 Grade 7 participants (six sections). The selection of this target group is based on the PISA 2022 result wherein the Philippines have attained a very low performance in the scientific literacy component. Following this, a pretest was administered to each volunteered participant, and groupings were assigned based on the mean score of their result (control and experimental). Analysis shows no statistically significant difference in the targeted group’s pre-test performance, confirming that all groups have the same knowledge on the topic (atmospheric phenomena). The developed approach was implemented in the experimental group, and the control group was immersed in the traditional way of teaching. Data shows that the overall post-test performance of the experimental group is fairly satisfactory (%=79.73), while the control group’s performance did not meet the expectation (%=60.13). Analysis further revealed a statistically significant difference between the experimental and control groups. Moreover, when analyzed by Hake’s gain method, the experimental group achieved a medium gain performance while the control have achieved a low gain performance. The findings of this study imply that merging PBL with secondary resources can increase learners’ performance on atmospheric phenomena topics. Thus, this study suggests to use PBL with secondary resources in teaching environmental-related concepts to increase learners’ knowledge and awareness.