Problem Based Learning and Students’ Academic Achievements in Physics in STEM Model Public Secondary schools in Nairobi Metropolitan Kenya.

International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue II, February 2022 | ISSN 2454–6186

Problem Based Learning and Students’ Academic Achievements in Physics in STEM Model Public Secondary schools in Nairobi Metropolitan Kenya.

Nelisa Kagendo Mbaka
PhD student at Catholic University of Eastern Africa

Abstract
The purpose of this evaluation study was to investigate the effectiveness of problem based learning as a stem learning approach in improving student’s academic achievements in physics in stem model schools in Nairobi Metropolitan Region, Kenya. The evaluation used the convergent parallel mixed method design of which quantitative paradigm utilized survey design while qualitative used phenomenology approach. The target population comprised of 11principals, 60 teachers and 1120 students while 11 principal, 60 teachers and 297 students were sample size for the study. Proportionate stratified sampling and simple random sampling was used to select students while purposive sampling was used to select teachers of physics and principals. Structured questionnaires, document analysis and interview guide was used to collect data. Descriptive statistics (frequencies and percentages) was used in quantitative data analysis. Qualitative data was analyzed thematically. The study concluded that problem based learning approach is very effective in improving student’s academic achievements in physics in STEM model schools in Nairobi Metropolitan region, Kenya. STEM learning approaches like problem based learning: allow physics students to work in groups, discus and share their findings with others to come up with a joint solution to a problem or task , learn through personal experiences, boost confidence among learners, assist in knowledge retention and make students to develop positive attitude towards the teachers and physics as a subject. The study recommends that the government of Kenya through the ministry of education should conduct regular training for science teachers especially the recent graduates and enlighten them in any new and emerging teaching and learning trends. Further, the study recommends that principals should come up with strategies to review school programs and time tables in order to ensure that more time is allocated to science subjects as applying problem based learning requires more than the 40 minutes according to the lessons for Kenyan system. This will ensure that teachers adopt the problem based learning approach while teaching.

Key Words: STEM learning approaches, Student’s Academic Achievements, Problem Based Learning, Project Based Learning and Inquiry Based Learning

“Science, Technology, Engineering and Mathematics (STEM) education is a curriculum based on the idea of educating students in four specific disciplines namely science, technology, engineering and mathematics (STEM), in an interdisciplinary and applied approach. To teach STEM subjects, STEM blends the four disciplines into one integrated learning paradigm based on real-world applications, rather than teaching them as separate and independent subjects (Hom, 2014; Rinke; Kinlaw; Gladstone-Brown; & Cappiello;2016). Learning by doing is important in STEM education. The application of STEM by students, with assistance from teachers, “is an innovative approach of turning learning into a hands-on process that is relevant to real life (Centre for Mathematics, Science, and Technology Education in Africa, CEMASTEA, 2018). In this context, interdisciplinary learning means that rigorous academic concepts are combined with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise. This allows for the development of STEM literacy and, with it, the ability to compete in the new economy (Abdalla et al.,2017)”. For example, the concept of X-ray in physics is applied in technology in construction of X-ray machines and the same concept is applied in chemistry to understand the concept of radioactivity, and the reactions taking place and mathematics concepts are borrowed in making related mathematical computations.This allows for application of problem based learning in STEM classes. However, Dugger et al (2011) recommends that for effectiveness of integrated STEM program, efforts should be taken in order to choose the best teaching approach that suits these connections in order to realize its goals.

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