Wesleyan University-Philippines

Cabanatuan City
College of Education

Perceptions of Public School Teachers on the Utilization of Problem-Based Learning

Activities in Science and Mathematics

Direction: Respond to each statement below by putting a check on the space provided that
corresponds to your preferred answer.

I. Profile of the Respondent

Age
( ) 21-30 years old
( ) 31-40 years old
( ) 41-50 years old
( ) 50 years old & above
Years of Teaching Experience
( ) 1-5 years ( ) 21-25 years
( ) 6-10 years ( ) 26-30 years
( ) 11-15 years ( ) 31 years and above
( ) 16-20 years
Sex
( ) Male ( ) Female
Area of Specialization
( ) Science ( ) Mathematics
Teaching Rank
( ) Teacher 1 ( ) Teacher III ( ) Master Teacher I ( ) Master Teacher III
( ) Teacher II ( ) Master Teacher II ( ) Master Teacher IV
Monthly Income
( ) 20,000-30,000
( ) 31,000-40,000
( ) 41,000-50,000
( ) 51,000 and above
II. Utilization of PBL in Classroom
a. How frequent do you employ PBL in the Teaching-Learning Process?
( ) always
( ) very often
( ) sometimes
( ) rarely
( ) never
b. What types of Problem-Based activities that you are conducting in your class?
( ) Case studies
( ) Simulations
( ) Role-plays
( ) Multiple Solution Problems – Activity where students face to so-called ‘ill
structured’ problems with no single or ‘right’ solution, where students must look
at many methods to decide on the ideal solution of these open-ended and complex
problems
( ) Designing a Project (Solid Waste Management Program,Ecological
Immersion)
( ) Solving Word Problems
( ) Others; Please Specify: ____________
c. Where do you usually based your PBL activities?
( ) Real-life events and scenarios
( ) Current and Pressing Social Issues
( ) Scientific and Mathematical Principles (Theories, Axioms, Postulates)
( ) Situational Analysis (Argumentation, Concept Perspective)
( ) Others: Please specify:___________________
d. How do you usually engage your students in PBL activities?
( ) Individual
( ) Pair
( ) Small Group (3-5 members)
( ) Large Group (5-10 members)
( ) Others: Please specify:___________________
e. In what setting do you usually engage your students in PBL activities?
( ) Classroom
( ) Outside the Classroom
( ) Virtual
( ) Community-based
( ) Others: Please specify:___________________
 III. Perceptions of Teachers on the Advantages and Disadvantages of PBL in the
Teaching-Learning Process

General Direction:
Please provide all the information needed in this questionnaire.
Put a check () on all applicable spaces.
For parts requiring your degree of agreement, please use the scale below:
5------------- Strongly Agree
4------------- Agree
3------------- Fair
2------------- Disagree
1------------- Strongly Disagree
a. Advantages
Advantages of PBL 5 4 3 2 1
1. PBL promotes a long term retention of knowledge among
students.
2. Problem-based learning activities meet the diverse learning
needs and styles of students.
3. PBL enable students to become resourceful in scrutinizing
and using learning resources for the completion of the task.
4. PBL learning activities allow students to make meaningful
real-life tasks.
5. Student engagement in the teaching process while
implementing PBL is highly evident.
6. PBL makes the learning process as a student-centered. The
instructor/teacher acts as a facilitator or learning coach.
7. PBL Encourages higher order critical thinking and de-
emphasizes memorization.
8. PBL Increases motivation to learn in order to arrive at a
solution.
9. Provides additional opportunities for students to work
collaboratively and practice communication and social skills.
10. PBL provides students the opportunity to learn how to learn
to develop their metacognitive skills.
Others ( Please specify)

b. Advantages
Disadvantages of PBL 5 4 3 2 1
1. Problem-based learning can cause issues when students take
standardized tests due to devoting too much time and they may
 not have the breadth of knowledge needed to achieve high
scores.
2. PBL may limit the content knowledge to be learned by the
students
3. PBL creates some anxiety among students because learning
process is unordered and unpredictable.
4. PBL implementation compromises its effectiveness because of
group dynamics issues.
5. PBL requires more time and may take away study time from
other subjects.
6. Creating suitable problem scenarios is difficult and gives
additional struggle for a teacher.
7. PBL requires more preparation time for the teacher since it
needs more student support materials and may affect teachers to
do his/her other tasks.
8. Assessing a certain student within a team is always tough for
the teacher to do.
9. Slow learners may not come up with the fast pace setting of
PBL learning activities.
10. Objective evaluation may be difficult. May be difficult to fail a
student.
Others ( Please specify)

IV. Challenges on the Implementation of PBL

5 4 3 2 1
1. Creating an equal learning opportunity for every student.
2. PBL needs more teacher and student support materials to attain
desirable learning outcomes.
3. Upholding the objectivity of PBL assessment
4. Setting-up a real life situation or problem to engage students in
PBL and create motivational atmosphere of learning.
5. Making the implementation of PBL technically valid to the
content of the subject matter.
6. Catering PBL activities to students who live in remote areas
7. Professional training for teachers in PBL is needed to rectify
pedagogical practices.
8. Connecting the PBL learning activities theory and practice of the
subject matter.
9. Integrating the 21st century skills in the utilization of PBL
learning activities.
10. The need of prerequisite knowledge of students to help them
grasp the concept in solving the problem.
Others ( Please specify)