The effect of using learning based on a problem in chemistry teaching on academic achievement and creative thinking skills for first-year students

 
Abstract:
The current study aimed at investigating the impact of Problem-Based Learning strategy (PBL) on both academic achievement and developing creative thinking skills of 10^th grade female students in two chemistry units: “Introduction to Chemistry” and “Matter, Properties and Changes” in Skaka province. To achieve its aim, the study imposed two hypotheses as follows:

No statistical significant differences at (α=0.05) between the mean scores of experimental and control groups in academic achievement.
No statistical significant differences at (α=0.05) between the mean scores of experimental and control groups in creative thinking skills.

To test the study hypotheses, quasi-experimental approach was used, where the sample of the study was purposefully selected, and then randomly divided into two groups: control group (25) female students, and experimental group (30) female students. Moreover, two tests were conducted: Academic Achievement test and Torrance Creative Thinking test. Further, effect size was calculated by using Cohen’s (d) equation.
The study showed significant results, including:

There were statistical significant differences at (α=0.05) between the mean scores of experimental and control groups in academic achievement in favor of experimental group.
There were statistical significant differences at (α=0.05) between the mean scores of experimental and control groups in creative thinking skills in favor of experimental group.

In light these results, some recommendations were suggested, including:

Using Problem-Based Learning strategy in teaching chemistry.
Presenting the content of “Introduction to Chemistry” and “Matter, Properties and Changes” through the use of real daily life problems.

Training of science teachers on developing creative thinking skills, so they can apply them in teaching and learning science.