Impact of Problem Based Learning on Learner Achievement and attitude in Animal Taxonomy: A case at Kasama College of Education

Abstract

This study investigated the impact of Problem-Based Learning on students’ achievement and attitude towards Animal Taxonomy. The study adopted a quasi-experimental design. A sample of 74 first year students was purposively selected from the three cohorts of the Secondary Teachers’ Diploma programme at Kasama College of Education, in Northern province of Zambia. Data was collected through a Biology Achievement Test at pre and post- test stage and an Attitude Questionnaire which measured students’ attitude towards Animal Taxonomy. The results were interpreted by comparing the means and by using the t-test and Mann - Whitney U test at P < 0.05, level of significance. A 2-tailed level of significance or P – value after treatment was 0.001 which is below 0.05 for the t-test, which revealed that the experimental group where Problem Based Learning was used, performed better than the control group where Lecture-Based Learning was used. The 2-tailed level of significant of 0.003, which is less than the alpha value (0.05) for the Mann-Whitney U test suggests that there is a significant difference in the attitude of the students towards Animal Taxonomy after using Problem-Based Learning. Problem-Based Learning promotes active and transferable learning and it has the potential of motivating students and assist them develop flexible understanding of Animal Taxonomy as well as attaining lifelong learning skills.