Effect of problem-based learning approach on developing students’ science process skills on the topic of safety in our environment

This study aimed to examine the effect of problem-based learning (PBL) in developingscience process skills (SPS) and learning achievement on the topic of ‘Safety in OurEnvironment’ in secondary schools in Tanzania. The study employed a quasi-experimentaldesign. The participants for the study were Form One ‘Stream E’ students in theexperimental school and Form One ‘Stream D’ students in the control school. Data werecollected using a structured questionnaire and an achievement test. The results showedthat the use of the PBL approach increased the mean scores from pre-test to post-test thatwere statistically significant at p = .00 in developing SPS compared to traditional teachingmethods. Also, the use of PBL showed an increase in students’ scores on the achievementtest compared to the traditional teaching methods. Traditional teaching methods have theability to retain achievement at a low level of cognitive ability as compared to PBL.Furthermore, PBL showed that there was no statistically significant difference inachievement based on gender as compared to the traditional teaching methods. Thestudy recommends a continuous use of learner-centered approaches such as PBL inteaching and learning science subjects including Biology.