ISSN: 2226-3624
Open access
Lecture method is still need to a part of PBL in order to explain the difficult and abstract concepts in all fields of physics particularly thermodynamics. Introducing and promoting PBL in the lecture method is wise step for innovation in teaching and learning. The objective of this study is to compare the effects of using three methods: problem-based learning (PBL), PBL with lecture method, and conventional teaching on undergraduate physics students’ understanding of thermodynamics. The actual sample size comprises of 122 students, who were selected randomly from the Physics Department, College of Education in Iraq in the academic year 2011-2012. In this study, the pre- and post-test were done and the instruments were administered to the students for data collection. The data was analyzed and the statistical results rejected null hypothesis of this study. The study revealed that using PBL or PBL with lecture method promotes understanding of thermodynamics superior than using conventional teaching method, also the PBL with lecture method enhances understanding of thermodynamics better than using PBL alone, among the physics undergraduates in Iraq.
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(Aziz et al., 2014)
Aziz, M. S., Zain, A. N. M., Samsudin, M. A. Bin, & Saleh, S. B. (2014). The impact of PBL on Undergraduate Physics Students’ Understanding of Thermodynamics. International Journal of Academic Research in Economics and Management Sciences, 3(4), 85–96.
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