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The Effectiveness of Integrated Online Problem-Based Learning (iON-PBL) Physics Module on Pre-university Students’ Motivation and Problem-Solving Skills

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Learning Technology for Education Challenges (LTEC 2023)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1830))

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Abstract

Dropping number of enrolments in physics is the primary motivation of this study. Students’ view of physics as a difficult subject contributed to this scenario, and problem-solving skills and motivation directly influenced them. Physical practice proved that problem-based learning (PBL) improves students’ motivation and problem-solving skills. Hence, main objective of this study is to investigate the impact of the integrated online problem-based learning (iON-PBL) module of physics on students’ motivation and problem-solving skills in learning physics. Quasi-experimental research approach was used with a pre-test, post-test, and delayed post-test control group design. The target population comprises of 166 students, 88 females and 28 males, amongst pre-university students of the Preparatory Centre for Science and Technology (PPST), Universiti Malaysia Sabah. Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich & Groot and Problem-Solving Inventory (PSI) by Heppner & Petersen were adopted as the instruments to measure students’ motivation and problem-solving skills towards learning physics after intervention with the iON-PBL module of physics. Data collected was analysed using SPSS, with paired sample t-test to test the research questions and hypotheses raised at an alpha level of 0.05. Study shows significant difference in students’ motivation towards learning physics, i.e., intrinsic value, and cognitive strategy use components. Similar results in problem-solving skills, i.e., students’ personal control, where this component shows significant difference favour to the experimental group. Some suggestions on how to implement iON-PBL effectively are also highlighted.

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Author information

Authors and Affiliations

  1. Preparatory Centre for Science and Technology, Universiti Malaysia Sabah, Jalan UMS, Kota Kinabalu, 88400, Sabah, Malaysia

    Elnetthra Folly Eldy

  2. Faculty of Science and Natural Resources, Universiti Malaysia Sabah, Jalan UMS, Kota Kinabalu, 88400, Sabah, Malaysia

    Fauziah Sulaiman

  3. Faculty of Psychology and Education, Universiti Malaysia Sabah, Jalan UMS, Kota Kinabalu, 88400, Sabah, Malaysia

    Mohd. Zaki Ishak

  4. Faculty of Computing and Digital Technologies, Staffordshire University, Stoke-on-Trent, ST4 2DF, UK

    Lorna Uden

  5. English Language and Literature, National Institute of Education, Nanyang Technology University, Singapore, Singapore

    Jo-Ann Netto-Shek

Authors
  1. Elnetthra Folly Eldy
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  2. Fauziah Sulaiman
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  3. Mohd. Zaki Ishak
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  4. Lorna Uden
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Correspondence to Fauziah Sulaiman .

Editor information

Editors and Affiliations

  1. Staffordshire University, Stoke-on-Trent, UK

    Lorna Uden

  2. Seinajoki University of Applied Science, Seinajoki, Finland

    Dario Liberona

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Eldy, E.F., Sulaiman, F., Ishak, M.Z., Uden, L., Netto-Shek, JA. (2023). The Effectiveness of Integrated Online Problem-Based Learning (iON-PBL) Physics Module on Pre-university Students’ Motivation and Problem-Solving Skills. In: Uden, L., Liberona, D. (eds) Learning Technology for Education Challenges. LTEC 2023. Communications in Computer and Information Science, vol 1830. Springer, Cham. https://doi.org/10.1007/978-3-031-34754-2_14

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  • DOI: https://doi.org/10.1007/978-3-031-34754-2_14

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