Teaching within the Lens: The Use of Problem-Based Learning Strategy for Learner’s Attainment of Critical Thinking Skills in Public Secondary Schools in Kenya

Mang’eni Gladys Nasambu, Peter Waswa & Dinah Samikwo
University of Eldoret, Kenya
Email: gladysmangeni@gmail.com

Abstract: The Problem-Based Learning Strategy (PBLS) is one of the most powerful instructional strategies on learning and achievement, but its impact can be determined arising from the behaviour of the learners who graduate after exposure to it. Its influence has been frequently mentioned in earlier research, surprisingly most educators have systematically and consistently not adapted to it, resulting to lower Learning outcomes from the learners. This study provides the use of PBLS for learner’s attainment of critical thinking skills in public secondary schools in Kenya. The objectives of the study were to determine the extent to which instructors’ use PBLS as a teaching strategy to promote problem solving abilities of girls in Physics and evaluate the gain in problem solving abilities of girls in “Fluid Flow” when using problem-based learning strategy. The study adopted constructivist theories of learning. Quasi-Experimental design was used with 4 girls’ schools targeted in Bungoma County. The study sampled Form two students because the topic of fluid flow is taught at form two. Simple random sampling was used to assign schools to experimental and control groups. The study used motivation questionnaire, physics Achievement Test (PAT) and Observation schedule. Two groups of each n=40 either control or experimental were exposed to pretest and post-test. The reliability coefficient was calculated using KR-Fomulla-20 at 0.75. With the aid of SPSS 26.0, data was analysed using descriptive and inferential statistics and presented in form of tables. Although there was inadequate use of PBLS before the experiment, results show that all the variables were significant.Thus, the use of PBLS as a teaching strategy promotes learners’ CTS at the study area. Similarly, the study found significant difference in the level of girls’ problem-solving abilities towards Fluid Flow, a topic in physics between students who were exposed to PBLS and those taught using conventional methods. There is need for upskilling or retraining of teachers for the adoption and use of PBLS in schools. We recommend the method should be strongly advocated by policy makers, the Government, Principals and teachers while teaching science subjects. The study is important in bringing public sector reforms in the education sector especially with Competency Based Curriculum.