Sunday, 12 April 2020

The Effect of STEM Project Based Learning on Self-Efficacy among High-School Physics Students

Source: http://www.tused.org/index.php/tused/article/view/876

Cite as: Jamali, S. M., Samsudin, M. A., Zain, A. N. M., & Ale Ebrahim, N. (2020). The Effect of STEM Project Based Learning on Self-Efficacy among High-School Physics Students. Journal of Turkish Science Education, 16(1), 94-108. doi:10.36681/tused.2020.15

The Effect of STEM Project Based Learning on Self-Efficacy among High-School Physics Students

Mohd Ali SAMSUDIN
Seyedh Mahboobeh JAMALI
Ahmad Nurulazam MD ZAIN
Nader ALE EBRAHIM

Keywords: Project-Based learning (PjBL), science, technology, engineering and mathematics (STEM), physics education, problem-solving, performance evaluation, bibliometrics

Abstract

Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.

Published

2020-03-30

Issue

Vol 17 No 1 (2020)

Section

Articles