|Chapter 1: The Problem and Its Setting

Introduction
“The capacity to learn is a gift; the ability to learn is a skill; the willingness to learn is a choice”

-Brian Herbert

Opening Statement

Problem-based learning (PBL) has been widely adopted in diverse fields and educational
contexts to promote critical thinking and problem-solving in authentic learning situations. Its
close affiliation with workplace collaboration and interdisciplinary learning contributed to its
spread beyond the traditional realm of clinical education to applied disciplines such as health
sciences, business studies and engineering. With this growing practice and popularity of PBL in
various educational and organizational settings, there has been an increasing number of studies
examining its effectiveness on the quality of student learning and the extent to which its promise
of developing self-directed learning habits, problem-solving skills and deep disciplinary
knowledge achieves its intended result. Much of the earlier studies on PBL have examined the
effects of this approach within the curriculum, with more recent studies delving deeper to
examine how the processes within PBL lead to positive learning outcomes. This paper pertains a
number of studies on the effectiveness and impact of PBL and how students learn in the
process.(Yew, Elaine H.J,2016)

Overview of PBL
In brief, PBL is a pedagogical approach that enables students to learn while engaging
actively with meaningful problems. Students are given the opportunities to problem-solve in a
collaborative setting, create mental models for learning, and form self-directed learning habits
through practice and reflection. Hence, the underpinning philosophy of PBL is that learning can
be considered a “constructive, self-directed, collaborative and contextual” activity.The principle
of constructivism positions students as active knowledge seekers and co-creators who organize
new relevant experiences into personal mental representations or schemata with the help of prior
knowledge. This is further reinforced by social theories of learning that postulate the merits
of social interaction in cognitive development.

In a typical PBL setting, learning is triggered by a problem which needs resolution.

Dewey explains the cognitive element of learner engagement by describing how the origin of
thinking is some “perplexity, confusion, or doubt” that is triggered by “something specific which
occasions and evokes it.” Students make connections to this “perplexity, confusion, or doubt” by
activating their individual and collective prior knowledge and finding resources to make sense of
the phenomenon; they also engage in peer learning through small-group discussions18 and
consolidate their learning through reflective writing. Beyond enabling students to make sense of
the concepts and subject matter, this learning experience is also likely to help students “develop
understandings of themselves and their contexts, and the ways and situations in which they learn
effectively”.

PBL as a pedagogical strategy appeals to many educators because it offers an

instructional framework that supports active and group learning—premised on the belief that
effective learning takes place when students both construct and co-construct ideas through social
interactions and self-directed learning. Its implementation can vary across institutions and
programs, but in general, it can be viewed as an iterative process made up of first, a problem
analysis phase, a period of self-directed learning and lastly, a reporting phase. A tutor—also
known as a facilitator—acts as a guide to scaffold students’ learning, particularly in the problem
analysis and reporting components of the PBL tutorial, as well as facilitate students’ inquiry
paths as they make sense of their ideas through discussion and sharing.(Goh,Karen.2016)

Background of the Study

Proponents of PBL claim that it helps improve the quality of learning by developing
students’ reflective, critical and collaborative skills. Studies on the effectiveness of PBL appear
to be mixed, but have generally shown that students who have experienced PBL achieve similar
or less learning gains when it comes to short-term knowledge acquisition when compared to
students in a lecture-based learning environment. However, in terms of longer-term knowledge
retention, the results are significantly in PBL‫׳‬s favor. In particular, Strobel and van
Barneveld analyzed a number of meta-analyses on the effectiveness of PBL and found that PBL
is more effective than traditional approaches when the measurement of learning outcomes
focused on long-term knowledge retention, performance or skill-based assessment and mixed
knowledge and skills. It was only when the focus was on short-term knowledge acquisition and
retention that PBL appeared less effective. PBL therefore appears to be a superior and effective
strategy to “train competent and skilled practitioners and to promote long-term retention of
knowledge and skills acquired during the learning experience”

There are advantages of PBL. It is student-focused, which allows for active learning and
better understanding and retention of knowledge. It also helps to develop life skills that are
applicable to many domains. It can be used to enhance content knowledge while simultaneously
fostering the development of communication, problem-solving, critical thinking, collaboration,
and self-directed learning skills. PBL may position students to optimally function using real-
world experiences. By harnessing collective group intellect, differing perspectives may offer
different perceptions and solutions to a problem. Following are the advantages and limitations of
problem-based learning.

The desire of schools to enhance student learning and a need to provide an environment
where students construct knowledge rather than receive knowledge have encouraged many
medical schools to move into a learner-centered paradigm. Implementation of a PBL curriculum
can be used as a prevailing starting point to develop not only a learner-centered paradigm, but
also to facilitate a smooth curricular transition from a teacher-centered paradigm to a learner-
centered paradigm.(Karini,2011)

Local of the Study

This research study will focus on the pedagogical perception and utilization of Problem
Based Learning of Mathematics and Science High School Teachers in Public and Private
Schools.

The Challenges of PBL teaching-learning utilization will be tackled and highlighted

considering their respective profiles, for teacher respondents shall be aged 21 above precisely.

PBL is an innovative addition to modern K-12 pedagogy, but it can seem overwhelming
for beginners. It doesn’t have to be, though.

Statement of the problem

This study aims to identify the perception and utilization of Problem-based learning
approach and its challenges on its application of pedagogical processes.

It specifically asks the following questions:

1. What is the profile of the respondents in terms of:

a. Age
b. Sex
c. Economic status
d. Civil Status
e. School Position

2. What is your perception about Problem-Based Learning?

3. What are the identified problems upon the utilization of PBL in teaching process?
4. How do teachers develop strategies to increase the effectiveness of PBL in their
classroom setting?

Theoretical/Conceptual Framework

Figure one presents the conceptual paradigm of the study. The input includes the

description of teacher’s profile who were the respondents of the study, the analysis on perception

and utilization of Problem-Based Learning.

 The survey questionnaire is used to assess how teachers are well-aware and utilize

Problem Based-Learning.

For the process the researchers survey the Mathematics and Science teachers to identify

the input variables.

The output of this study were variable suggestion and recommendations of analyzing the

perceptual state, utilization, effectiveness of Problem-Based Learning.

Input Process Output

1.Profile of the
Suggestion and
teacher.
Survey recommendatio
2.What is your Questionnaire to ns that will
perception about identify problems suffice the
upon the betterment of
Problem-Based Problem-Based
Learning? utilization of PBL
Learning in
3.What are the teaching
identified problems
upon the utilization
of Problem- Based
Learning?

4.How do teachers
develop strategies
to increase the
effectiveness of
Problem-Based
Learning?

Figure 1: Conceptual Paradigm

K to 12 Science Curriculum Guide Conceptual Framework (DepEd , 2016)

Science education aims to develop scientific literacy among learners that will prepare

them to be informed and participative citizens who are able to make judgments and decisions

regarding applications of scientific knowledge that may have social, health, or environmental

impacts.

The science curriculum recognizes the place of science and technology in everyday

human affairs. It integrates science and technology in the social, economic, personal and ethical

aspects of life. The science curriculum promotes a strong link between science and technology,

including indigenous technology, thus preserving our country’s cultural heritage.

The K to 12 science curriculums will provide learners with a repertoire of competencies

important in the world of work and in a knowledge-based society. It envisions the development

of scientifically, technologically, and environmentally literate and productive members of society

who are critical problem solvers, responsible stewards of nature, innovative and creative citizens,

informed decision makers, and effective communicators. This curriculum is designed around the

three domains of learning science: understanding and applying scientific knowledge in local

setting as well as global context whenever possible, performing scientific processes and skills,

and developing and demonstrating scientific attitudes and values. The acquisition of these

domains is facilitated using the following approaches: multi/interdisciplinary approach, science

technology-society approach, contextual learning, problem/issue-based learning, and inquiry-

based approach. The approaches are based on sound educational pedagogy namely,

constructivism, social cognition learning model, learning style theory, and brain-based learning.
 Science content and science processes are intertwined in the K to 12 Curriculum. Without

the content, learners will have difficulty utilizing science process skills since these processes are

best learned in context. Organizing the curriculum around situations and problems that challenge

and arouse learners’ curiosity motivates them to learn and appreciate science as relevant and

useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on

activities will be used to develop learners’ interest and let them become active learners.

As a whole, the K to 12 science curricula is learner-centered and inquiry-based,

emphasizing the use of evidence in constructing explanations. Concepts and skills in Life

Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of

complexity from one grade level to another in spiral progression, thus paving the way to a deeper

understanding of core concepts. The integration across science topics and other disciplines will

lead to a meaningful understanding of concepts and its application to real-life situations.

K to 12 Mathematics Curriculum Guide Conceptual Framework (DepEd , 2016)

Mathematics is one subject that pervades life at any age and in any circumstance. Thus,

its value goes beyond the classroom and the school. Mathematics

as a school subject, therefore, must be learned comprehensively and with much depth.

The twin goals of mathematics in the basic education levels, K-10, are Critical Thinking and

Problem Solving.

These two goals are to be achieved with an organized and rigorous curriculum content, a

well-defined set of high-level skills and processes, desirable values and

attitudes, and appropriate tools, taking into account the different contexts of Filipino learners.
 The specific skills and processes to be developed are: knowing and understanding;

estimating, computing and solving; visualizing and modelling; representing and

communicating; conjecturing, reasoning, proving and decision-making; and applying and

connecting.

The following values and attitudes are to be honed as well: accuracy, creativity,

objectivity, perseverance, and productivity.

We define context as a locale, situation, or set of conditions of Filipino learners that may

influence their study and use of mathematics to develop critical thinking and

problem solving skills. Contexts refer to beliefs, environment, language and culture that include

traditions and practices, as well as the learner’s prior knowledge and

experiences.

The framework is supported by the following underlying learning principles and theories:

Experiential and Situated Learning, Reflective Learning, Constructivism,

Cooperative Learning and Discovery and Inquiry-based Learning. The mathematics curriculum

is grounded in these theories.

Scope and Delimitation

This study is further limited to teachers as participants specifically High School

Mathematics and Science Teachers within the Division of Cabanatuan City this School Year

2018-2019.

This study will be conducted in the following schools:

  Mayapyap National High School

 San Josef National High School

 Cabanatuan Science High School

 Camp Tinio National High School

Significance of the Study

The researchers have high hopes that the findings of this study will be used by and shall

benefit different persons and institution especially teachers who are the major catalysts of this

learning approach as they embark and effectively use it to fulfill their desired learning outcomes

in teaching.

Definition of Terms

Critical Thinking- the objective analysis and evaluation of an issue in order to form a judgment.

Inquiry Based Approach-is a form of active learning that starts by posing questions, problems or

scenarios rather than presenting established facts.

Pedagogy-the method and practice of teaching, especially as an academic subject or theoretical

concept.

Problem Based Learning-is a pedagogical approach that enables students to learn while engaging

actively with meaningful problems.

Problem Solving-the process of finding solutions to difficult or complex issues.

.
 Chapter 3

RESEARCH AND METHODOLOGY

This chapter presents the methodology that was used in the conduct of this study and the
discussion of research design, samplings, respondents, data gatherings and statistical instrument
used are included.

Research Design

This study used the method of research. A descriptive method involves the collections of
numerical data to test hypothesis or answer questions concerning a current status. This method
involved the correlation study which investigates the relationship between variables to
developmental studies which seek to determine changes over time. Descriptive studies are
usually best methods for collecting information that will demonstrate relationships and describe
the word as it exist.

Research Locale

This study was Conducted at the following schools

 Mayapyap National High School

 San Josef National High School

 Cabanatuan Science High School

 Camp Tinio National High School

These schools are in Cabanatuan City, Nueva Ecija. Where respondents are Mathematics
and Science teachers.
Figure 2: Map of Mayapyap National High School

Figure 3:Map of San Josef National High School

Figure 4: Map of Cabanatuan Science High School

Figure 5: Map of Camp Tinio National High School

Respondents of the Study

The participants utilized in this study are the Science and Mathematics teachers who
practices their profession in the High School Department. It is them who will answer the
questionnaire in order to assess the perception and utilization of Problem bases learning
approach in their respective classes.

Sampling Procedure

This study utilized a purposive sampling technique. Purposive sampling exhibits a wide range of
attributes, behavior, experiences, incidents, qualities, situations, and so forth. The basic principle
behind maximum variation sampling is to gain greater insight into phenomenon by looking at it
from all angles. This can often help the researcher to identify common themes that are evident
across the sample.

Data Gathering Tool

The researchers mainly used survey questionnaire. The survey questionnaire is a set of
questions used in a survey. The survey questionnaire is a type of gathering method that is utilized
to collect, analyzed and interprets the different views of a group of people from a particular
population.

Data Gathering Procedure

Prior to the date collection, the researchers requested permission from the Principal of the
said schools with letter signed by the researchers, and the adviser. After the approval of the
letter, the researchers started the data collection.

After securing permission, the researchers administered the questionnaires to the

respondents after giving them some background information of what were the intentions and
what was the study all about. The respondents were given 1 day to complete their answers, after
which the data gathered were tabulated, and analyzed.

Statistical Treatment of Data

Since the data gathered for this study were simple the frequency count, percentages and
the ranking system was used in the presentation, analysis and interpretation of data. This was
done after the responses to the questionnaire-checklist were carefully tallied and tabulated.

The frequency was rated and categorized as follow.

%= F / N X 100

Where %= percentage

F= frequency

N= total
 Questionnaire - Checklist

Name(optional): _______________________

Profile of the respondent

Sex: ( ) female ( ) male

Age: _________

Teaching Position: ______________________

Designated School:______________________

Direction: put a check a mark (/) that corresponds to your answer

1. What is your perception towards Problem-Based Learning Approach?

( ) Problem-Based Learning (PBL) is a teaching method in which complex real-world
problems are used as the vehicle to promote student learning of concepts and principles
( ) It promotes Authentic form of assessment as opposed to direct presentation of facts
and concepts.
( ) PBL paves the way to cater student diversity and a progressive way of teaching for
specific needs of students
( ) A student centered pedagogical approach in which students learn about a subject
through the experience of solving an open-ended problem found in trigger material.
2. How often do you implement Problem Based- Learning Approach In teaching?
( ) Always
( ) Often
( ) Seldom
( ) Never
3. How does PBL optimize your teaching process?
( ) It develops long term knowledge retention
( ) PBL meets the diverse learning needs and styles of your students
( ) PBL helps students develop skills they can transfer to real-world scenarios
( ) It improves teamwork and collaboration skills
4. How do you utilize Problem-Based Learning?
( ) Setting a timetable for the task
( ) Designing a Plan for the Project.
( ) Monitoring the Students and the Progress of the Project.
( ) Setting a realistic learning outcome
5. What challenges do you faced in implementing PBL?
( ) Finding authentic problems as well as its relevance and applicability
( ) Confronting the students lack of prerequisite knowledge about the problem
( ) Setting a realistic timetable for it requires a lot of time both in preparation and
evaluation
( ) Finding enough resources to prepare and finish the task
6. How do you deal with these problems to implement PBL successfully?
( ) Avoid using irrelevant and unrealistic problems
( ) Assessing that students have the basic prerequisite skills to tackle the problem
( ) Ensuring students have proper research resources and are prepared to do their own
research and connect with mentors
( ) Setting Time-bound learning activities for the preparation and evaluation
7. What skills/values does your students develop in utilizing Problem-based learning
approach?
( ) Cooperation
( ) Patience
( ) Sense of Responsibility
( ) Craftiness

8. Are you willing to come up with learning activities such as designing a solar system
model or synthesizing a Geoboard to scrutinize the learning experiences of your students
in using Problem Based Learning Approach?
( ) Yes ( ) no
9. Are you able to come up with satisfying learning outcomes in using Problem Based
Learning Approach?
( ) Yes ( ) No
10. In your own perspective, is Problem-Based Learning a progressive approach in the
modern setting of teaching and learning process? Why?

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