The Challenges in Teaching Science Subject Employing Problem-Based Learning Approach

Abstract

This study investigates the efficacy of the Problem-Based Approach in teaching Science to fourth-grade students at Carcar Central Elementary School, District of Carcar 1, Carcar Cebu, during the 2017-2018 academic year. The research addresses the primary question of whether this pedagogical approach positively impacts student performance and, consequently, aims to inform the development of an instructional plan. Employing a 0.05 level of significance, the study examines the significant difference between pre-test and post-test scores, revealing a rejection of the null hypothesis and affirming the approach's effectiveness. The findings indicate that the Problem-Based Approach enhances understanding and application of Science concepts, with post-test mean scores surpassing pre-test scores. Moreover, the study identifies the least learned competencies, shedding light on specific challenges related to abstract concepts in Science, particularly in the areas of light, sound, and heat. The qualitative analysis of student experiences underscores positive engagement, teamwork, and a sense of responsibility during problem-based activities. In conclusion, the study recommends the integration of the Problem-Based Approach into Science education for fourth-grade students, acknowledging its potential to foster critical thinking, problem-solving, and collaborative skills. The research contributes valuable insights to the educational landscape, advocating for innovative and student-centered approaches to enhance Science learning outcomes.