Learning Science and Mathematics (LSM) Journal Vol.1, Issue 15, pp 71-83
Problem-Based Learning (PBL) as an Assessment Tool in Science Education: A Systematic Review with Exemplars
Adibah Mohd. Alwi, Corrienna Abdul Talib, Faruku Aliyu, Ng Khar Thoe, Subuh Anggoro & Marlina Ali
Received first draft 24 January 2020. Received reports from first reviewer (7 April); second reviewer (25 August). Received revised draft 14 October
Accepted: 27 November 2020.
Published: 30 December 2020
Abstract
Problem-Based Learning (PBL) is one of the constructivist teaching and learning strategies that become very popular and used to promote active learning among students in various fields of education. During the implementation of the PBL approach, it could be used as an assessment tool to evaluate students’ development of cognitive and affective domains as well as the social skills that need to be pursued by them. The analysis through systematic review in this study revealed that quantitative method is the most popular method used in assessing the implementation of PBL in the primary, secondary and tertiary levels of education. From this study also it was shown that PBL gives a positive impact on the students’ development regarding their motivation, attitude, interest, perception and overall achievement. In addition, the implementation of PBL strategies can be associated with other supporting materials (as elaborated in the exemplars given in this study), so that it can assist the teachers to be bold enough to handle the PBL activities in the classroom hence to deliver the knowledge smoothly and in a more meaningful way
Keywords: Problem-based learning (PBL); Systematic review; Education; Assessment; Inquiry; High school
© 2020 SEAMEO RECSAM LSM Journal
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