The effects of problem-based learning on the students’ success in physics course

Abstract The aim of this study was to investigate the effects of the problem-based learning (PBL) on the students’ success in physics course. 44 second year undergraduate students were randomly assigned to experimental group (20 students) in which problem-based learning was used, and control (24 students) in which conventional teaching method was used. The data were obtained through physics exam which is developed by researchers. At the end of the study it was determined that there was a statistically significant difference between two groups in terms of students total mean scores in favour of PBL group and PBL is affective on students’ physics achievement.

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