A CRITICAL ANALYSIS OF PROBLEM-BASED LEARNING APPROACH AND ITS IMPACT  ON STUDENT ACADEMIC PERFORMANCE  IN PUBLIC  SECONDARY SCHOOLS IN OGUN  STATE

CHAPTER ONE:

INTRODUCTION

1.1       Background of the study

When supported by the teacher, communication in the classroom may be a crucial component of every student's learning, demanding the need to develop abilities in students to discuss, evaluate, and analyze their own and other students' work. This not only allows children to learn more quickly, but it also allows them to build critical thinking abilities and encourages cooperative learning (Kanl, & Emir 2013). In the twenty-first century, several developed and developing countries are rethinking their traditional educational philosophies and programs, in which the lecturer is the transmitter and the student is the receiver, in favor of the education of thinking, problem-solving, evaluation, decision-making, responsible, creative, and up-to-date individuals who fit this information and technology age. In the classical sense, education programs, lecture materials, education plans, and statistically determined education output are all considered studies in terms of cultural reproduction and social order maintenance (Tanner and Tanner, 2007).

Conventional education has been talked about for failing to include student life, therefore diminishing student input, and for defining a student's work only on the basis of school literature and course outlines (Dewey, 1997), necessitating the need for progressive education, which necessitates individuals who solve problems, argue, question, change, and lead, rather than simply accumulating information. This criterion deliberates on the value of problem-based learning (PBL), which makes a students to work in groups on a topic created especially for the subject. The basic purpose of an educational program, according to Gagne (1959), is to teach students how to handle problems in both their academic disciplines and their personal life. This is important because problem-solving skills aid a person in actively adjusting to their circumstances; it is also a prerequisite for people to become inquisitive and problem-solvers (Marzano, 1989). As a consequence, persons with these qualifications should be able to think more critically. A person's thinking is guided by problem solving (Kalayc, 2001).

Problem solving, according to Gagne (1985), stimulates the most complex cognitive processes and allows for the simultaneous application of a number of critical abilities, including learning by doing, creating cause-and-effect links, and analyzing the relationships between ideas and occurrences. As Dewey foresaw, progressive strategies like as problem-based learning (PBL) have become critical at this time because they encourage students to undertake study, discover, and apply their creativity (Delisle, 1997). PBL's importance has been highlighted by the current need for problem solving, discussion, questioning, changing, and leading persons who use knowledge rather than collecting it. PBL has made a  impact in improving  people's abilities in all of these areas (Tatar and Oktay, 2011; Peterson and Treagust, 1998). PBL has an impact on the development of these skills in students, according to several studies (Klnç, 2007; Harland, 2003; Mayer, 2002).

1.2       Statement of the problem

Classroom instructions should be crafted in ways that empower learners with problem-solving abilities, since the teaching and learning process has become more diverse and interesting, with the potential for greater personal input from students. While Nigerian schools have a long history, the educational environment has shifted from teacher-centered to learner-centered, requiring the employment of a problem-based learning style. Students are directed to do research, learn, discuss, choose the best option among many solutions, and apply what they have learned through happenings that can be met in reality; in other words , it is an method that teaches students on  research and to work in teams, and observation from different ideas through actions that can happen in real life; in short, it is a style that lectures students  on research, teamwork, and observation from several ideas through framework that can be encountered in real life (Deveci, 2002; Kaptan and Korkmaz, 2002). Learning happens as a result of cognitive and social interaction in a problem-oriented medium, according to PBL. According to this assumption, PBL is defined as a constructivist educational paradigm that includes the teaching of general principles that can be applied to similar circumstances, as well as knowledge that may be applied to future difficulties (Norman and Schmidt, 2000; Greeno, Collins and Resnick, 1996).

Independent studies, on the other hand, usually concentrate on a single application or procedure in order to determine the impact of PBL on success when compared to conventional training. However, only a few researchers have looked into the impact of PBL on academic achievement in public secondary schools. Because there was a current study in this subject that needed to be completed, the researcher felt compelled to examine this issue. As a result, the research focused on a critical review of the problem-based learning strategy and its impact on student academic achievement in Ogun state public secondary schools.

1.3       Objective of the study

The broad objective of this study is to examine Problem Based Learning approach and its impact on student academic achievement in public secondary schools in Ogun State. Specifically the study will look into the following:

1.  To evaluate if Problem Based Learning approach increases students critical thinking skills in Ogun state.

2.  To examine the if Problem Based Learning approach can lead to improved students  cognitive research skill and social interaction during classroom instruction in Ogun state.

3.  To find out the challenges of Problem Based Learning approach and how it can equip student with problem-solving skill in Ogun state.

4.  To investigate some factors impeding teachers effective use Problem Based Learning approach during classroom instruction in Ogun state.

1.4       Research questions

1.  Does Problem Based Learning approach increase students critical thinking skills in Ogun state?

2.  Can Problem Based Learning approach lead to improved students  cognitive research skill and social interaction during classroom instruction in Ogun state?

3.  What are the challenges of Problem Based Learning approach in Ogun state?

4. How can  Problem Based Learning approach equip student with problem-solving skill in Ogun state?

5.  What are the factors impeding teachers effective use Problem Based Learning approach during classroom instruction in Ogun state?

1.5       Significance of the study

This study unearths the relevance of Problem Based Learning approach to student achievement in  public school. This observation is relevant to students as it will improve the learning process of some students in appreciating and accepting this discovery learning method. The findings of this study will be useful to tutors as they will develop better ways of applying the Problem Based Learning method as this results in effective learning. Findings from the study will also be used by academia and scholars as it will serve as a reference material to guide them in researching related topics. Finally, the study will also contribute empirically to the body of knowledge and identify gaps for further studies.

1.6       Scope of the study

The scope of this study borders on  Problem Based Learning approach and its effect on student academic achievement in public secondary schools. The study will  determine if Problem Based Learning approach enhances students critical thinking skills. The study establish if  Problem Based Learning approach can lead to improved students  cognitive research skill and social interaction during classroom instruction. It will determine if Problem Based Learning approach can equip student with problem-solving skill necessary for future occurrence and elucidate some factors impeding teachers effective use Problem Based Learning approach during classroom instruction. The study is delimited to selected public schools in Abeokuta,  Ogun State.

1.7       Limitation of the study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing to the nature of the discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. Additionally, the researcher will simultaneously engage in this study with other academic work. More so, the choice of the sample size was limited  as few respondent were selected to answer the research instrument hence cannot be generalize to other . However, despite the constraint  encountered during the  research, all factors were downplayed in other to give the best and make the research successful.

1.8       Definition of terms

Problem Based Learning: Problem-based learning uses complex, real-world issues as the classroom's subject matter, encouraging students to develop problem-solving skills and learn concepts instead of just absorbing facts. 

Learning outcome: Learning outcomes are statements that describe the knowledge or skills students should acquire by the end of a particular assignment, class, course or subject.

Academic Achievement: Academic achievement represents performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, specifically in school, college, and university.

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