Effect of problem-based learning instruction on secondary school physics students in understanding of electromagnetic waves

Stella Teddy Kanyesigye African Center of Excellence for Innovative Teaching and Learning Mathematics and Science, University of Rwanda, College of Education, Rwamagana-Rwanda Imelda Kemeza Mbarara University of Science and Technology, Uganda Mbarara-Uganda Abstract The study of electromagnetic waves helps physics students acquire knowledge which is relevant to solving problems in their daily life. Helping students maximize knowledge acquisition has become key in science education research. The aim of this study was to analyze the effect of Problem-Based Learning Instruction on physics students’ understanding of electromagnetic waves. A quasi-experimental, non-equivalent pretest-posttest control group design was used in this study with PBL instruction as the intervention. This study involved 419 students from 16 public and private secondary schools in Mitooma district-South Western Uganda. Descriptive statistics, paired and independent samples t tests were used in data analysis. Findings from the study indicated that PBL did improve significantly students’ understanding of electromagnetic waves more than traditional methods with those exposed to both pretest and posttest scoring significantly more than those exposed only to the posttest. However, students still exhibited difficulties such as arranging the electromagnetic spectrum in order of either increasing or decreasing wavelength/frequency. We recommend that school officials devise means of supplementing book libraries with internet connected computers to help students visualize the nature of electromagnetic waves to enhance their understanding of intended concepts.