The Role of Problem-Based Learning Approach in Teaching and Learning Physics: A Systematic Literature Review [version 2; peer review: 1 approved, 3 approved with reservations]

Problem-based learning (PBL) is a learner-centered method in which complex real-world problems are used to stimulate students thinking and problem-solving abilities during the teaching and learning process. This systematic review aimed to reveal the role of the PBL approach in teaching and learning physics. Relevant articles for the review were sourced from Scopus and Web of Science using keywords such as “problem-based learning” and “PBL in physics” education” as search terms. This search yielded 376 results. Thirty-six articles were included in the analysis after passing a crucial condition of empirically investigating the effect of PBL in teaching and learning physics. Only three of these articles did not show a positive effect; others have shown a positive lead of PBL towards improving academic achievement, attitude to learn physics, problem-solving, critical and creative thinking abilities, cooperative learning enhancement, mental model development, and science process skills attainment. Therefore, the review offers important pointers to various classroom environments and activities that ignite learners’ thinking. Thus, it help policymakers to select and maintain the best methodology that promotes high students’ academic achievement levels

Research Raw Data and Analysis 12102022 figshare.xlsx

Pretest, Posttest</p

Students’ performance, attitude, and classroom observation data to assess the effect of problem-based learning approach supplemented by YouTube videos in Ugandan classroom

Abstract In response to global demands, Uganda’s Vision 2040 seeks to transform the country into a modern and prosperous nation by implementing Sustainable Development Goal (SDG) 4, focusing on equitable and quality education. The 21st-century workforce requires individuals who can effectively navigate complex workplace challenges. This dataset was gathered from Form-2 Ugandan secondary school students (aged 12 to 15) across 12 schools in the Sheema District. The dataset comprises three types of data: students’ performance in a physics topic (simple machines), their attitudes toward problem-solving and critical thinking when learning physics using Problem-Based Learning (PBL) supplemented by YouTube videos, and classroom observations documented with the reformed teaching observational protocol (RTOP). The intervention of teaching using PBL was executed in 2022, collecting data from 973 lower secondary school students. The intervention involved three approaches: one group (144 students) received PBL along with YouTube videos, another group of 482 students received PBL alone, and a third group (347 students) was taught using the traditional method. This data article explains the study’s data creation, collection, and analysis process. The dataset holds significance for secondary school teachers, policymakers, and researchers, offering insights into the impact of PBL with and without ICT resources on learning physics and students’ attitudes toward these learner-centered approaches

The role of Problem-based learning approach in teaching and learning physics: a systematic literature review.

The systematic literature review aimed to reveal the role of the problem-based learning approach in teaching and learning physics. Relevant articles for the review were sourced from scopus and web of science using key words such as ''problem-based learning'' and ''PBL in physics'', ''education'' as search terms. This search yielded 376 results.</p

Students' academic achievement test , Survey and RTOP data for the implementation of problem-based learning method supplemented by YouTube videos, Uganda

The aim of the study was to assess the effectiveness of problem-based learning (PBL) on students' academic achievement in physics. Lesson observation data was collected using the Reformed Teaching Observation Protocol (RTOP) to assess the implementation of PBL in a physics classroom in Uganda. Data on Achievement test included; A total of 829 students from eight schools (four public schools and four private schools) were taught simple machines in physics using PBL and traditional approach. The students were tested on critical thinking and problem-solving (Pre & Post)test. 144 students were taught using PBL method supplemented by videos on simple machines downloaded from YouTube.The students participated in filling the surveys (critical thinking and problem solving) with scales ranging from “strongly agree” to “strongly disagree”. The critical thinking survey had 19 items, while the problem-solving survey had 31 items. These students were from four schools (two government schools and two private schools). Therefore, 973 (829+144) students took part in the study. The data can be viewed in the Excel sheets provided.</p