Improving scientific reasoning skills of STEM students using problem-based learning approach

This study investigates the impact of the Problem-Based Learning Approach (PBLA) on enhancing Scientific Reasoning Skills (SRS) among students in Science, Technology, Engineering, and Mathematics (STEM) disciplines. Utilizing a quasi experimental design with non equivalent pretest and posttest control groups, the research compared the effectiveness of PBLA against the Conventional Teaching Approach (CTA). The control group received instruction through CTA, while the experimental group engaged in PBLA, an instructional method characterized by a four-phase sequence: concept overview, presentation of authentic problems, group-based problem-solving, and structured reflection. To support the teaching and learning process, technology was integrated through the use of Microsoft PowerPoint. This tool was employed for lesson presentations, problem discussions, and the demonstration of student outputs and performances, ensuring an interactive and engaging learning environment. Scientific reasoning was assessed using a standardized Scientific Reasoning Skills Test (SRST), administered both before and after the intervention. A one-way analysis of covariance (ANCOVA) was used to evaluate the effectiveness of PBLA, with pretest SRST scores serving as the covariate. The statistical analysis revealed a significant improvement in the scientific reasoning skills of students exposed to PBLA (p < .001, η² = .41), indicating a large effect size. The findings suggest that PBLA is a highly effective approach for improving scientific reasoning among STEM students. Given these promising results, further research is recommended to ensure the adequacy and sustainability of the intervention. Educators are encouraged to adopt the developed PBLA protocols and assessment instruments in their classrooms to foster deeper scientific thinking and reasoning skills.