Motivational pattern and student performance in Earth Science through problem-based learning

Earth Science is known to have many realistic concepts. For the students to experience these real-life situations, appropriate and proper use of instructional approach be done which consequently will ignite their motivation in learning Earth Science. This study investigated the motivational pattern and student performance in Earth Science through Problem-based Learning (PBL) approach to Grade 11 students of Pedro D. Duncano National High School using pretest-posttest design. A total of 45 Grade 11 students were assessed with their profile, motivational pattern, and test results before and after engaging them in the PBL approach. The results showed that the demographic profile has no direct bearing on the test performance of the students. Pre-test score results among intrinsically and extrinsically motivated students were satisfactory. During the posttest, a better performance was noted in both groups as shown by a significant increase in the scores. The use of PBL-designed instruction improved students’ motivation in learning the topic and showed better performance in class. The approach allowed them to think critically and produce better outputs in the tasks assigned to them. Thus, this study recommends that teachers should consider the kind of teaching approach that would fit to students and make their learning relevant.