Charles M. Muwonge

2 Publications in AERD

Author Publications

Evaluating video-based PBL approach on performance and critical thinking ability among Ugandan form-2 secondary school students

By Gumisirizah Nicholus

In recent years, there has been a growing emphasis on innovative teaching methods in secondary education as educators seek to enhance students’ critical thinking abilities and motivation to lean. This research focuses on evaluating the impact of a video-based Problem-Based Learning (PBL) approach on the performance and critical thinking ability of Ugandan Form-2 secondary school students. We assessed students’ performance and motivation for critical thinking using a test and their motivation using a motivational scale. The quasi-experimental design involved 144 students selected from four schools in the Sheema District. All students were pretested before the experimental group underwent a video-based PBL intervention and posttested after the intervention. Data entry and analysis were conducted using MS Excel 2016 and SPSS v.25. Inferential statistics revealed a statistically significant difference in critical thinking ability before and after learning the unit on simple machines in physics. Additionally, a positive motivation to learn physics was statistically proven after the intervention. Notably, students from government schools exhibited diverse performance, while private school students showed greater improvement and motivation after the instructional intervention. In conclusion, the results demonstrate that video-based PBL is an effective method for teaching physics and fostering motivation to learn the subject. Consequently, we recommend that teachers incorporate this approach into their daily teaching practices and call upon stakeholders to support the implementation of these resources in the classroom. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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Supplementing problem-based learning approach with video resources on students’ academic achievement in physics: A comparative study between Government and Private schools

By Nicholus Gumisirizah

This comparative study investigated the effect of supplementing problem-based learning (PBL) with video resources on students’ academic achievement in physics, a unit of simple machines. It was carried out in the Ugandan Government and private lower secondary schools. The quasi-experimental design employed a cluster sampling design with 947 students selected from 12 Sheema District, western Uganda schools. Four belonged to the traditional group, four to the PBL group, and four to the video-based PBL group. In the traditional group, the teacher delivered the content, while in the PBL group, students were organized into groups to discuss and present a problem; in the video-based PBL group, students watched YouTube videos related to the functionality of simple machines as part of the PBL approach. SPSS v.25 was used for analysis. The analysis of variance revealed that all groups showed a positive impact after teaching and learning activities (p <.001, d = 2.07). Specifically, students (including those in traditional instruction, PBL alone, and video-based PBL groups) from government schools possessed similar performance both before and after instruction, whereas students from private schools demonstrated more significant (p <.001, d = 0.19) improvement after receiving instruction. In conclusion, the results showed that PBL is an effective way of teaching physics despite the type of school when supplemented with video resources. Thus, teachers were recommended to use it in their daily routine. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023.

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