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Article

Utilizing Problem-Based and Project-Based Learning in Developing Students’ Communication and Collaboration Skills in Physics

1Department of Science Education, University of Science and Technology of Southern Philippines, Cagayan de Oro City, 9000 Philippines


American Journal of Educational Research. 2020, Vol. 8 No. 5, 232-237
DOI: 10.12691/education-8-5-1
Copyright © 2020 Science and Education Publishing

Cite this paper:
Ian Jay P. Saldo, Angelo Mark P. Walag. Utilizing Problem-Based and Project-Based Learning in Developing Students’ Communication and Collaboration Skills in Physics. American Journal of Educational Research. 2020; 8(5):232-237. doi: 10.12691/education-8-5-1.

Correspondence to: Ian  Jay P. Saldo, Department of Science Education, University of Science and Technology of Southern Philippines, Cagayan de Oro City, 9000 Philippines. Email: ianjaysaldo@gmail.com

Abstract

Education plays an essential part in the progress and development of a particular country. With the rapid economic and social changes resulting from technological advancement, it is indeed that globalization and internationalization of education are considered as challenges that every nation should uphold. This study aimed to utilize problem-based learning and project-based learning methods in developing students’ communication and collaboration skills in physics. This study used a quasi-experimental pretest-posttest non-equivalent research design. Two different sections were utilized as participants of the study; one intact class was assigned as the first experimental group (n=42) using problem-based learning and the other intact class as the second experimental group (n=36) utilizing project-based learning method. The communication and collaboration was measured using an open-ended questionnaire and was scored using a researcher-made rubric with a Krippendorff’s alpha of 0.97. Results revealed that significant improvement in communication and collaboration skills was shown in both teaching methods. Furthermore, there is no significant difference in students’ communication and collaboration skills as influenced by the two teaching methods. The absence of difference could imply that the two teaching methods improved the scores of students equally. Based on this finding, it is recommended to use the two teaching methods in other science subjects that require content development and mastery of 21st-century skills.

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