Examining the impact of problem based learning on student's motivation and engagement in chemistry laboratory as research proposal ?

Introduction:

Problem-based learning (PBL) is an instructional approach that focuses on real-world problems and challenges students to actively engage in solving them. In the context of chemistry laboratory courses, PBL can be a valuable tool for enhancing student motivation and engagement. By presenting students with authentic problems to solve in the laboratory setting, PBL can help students see the relevance of chemistry to their everyday lives and foster a deeper understanding of the subject.

Research Question:

The research question for this study is: What is the impact of problem-based learning on student motivation and engagement in chemistry laboratory courses?

Hypothesis:

It is hypothesized that implementing PBL in chemistry laboratory courses will lead to increased student motivation and engagement compared to traditional instructional methods.

Methodology:

Participants: The participants in this study will be undergraduate students enrolled in a chemistry laboratory course at a university.

Experimental Design: The study will use a pre-test/post-test control group design. Students will be randomly assigned to either the experimental group, which will receive instruction using PBL, or the control group, which will receive instruction using traditional methods.

Intervention: The experimental group will engage in PBL activities in the laboratory, where they will work collaboratively to solve real-world problems related to the course material. The control group will follow a traditional laboratory curriculum.

Data Collection: Data on student motivation and engagement will be collected using surveys administered before and after the intervention. Surveys will include questions about students' interest in chemistry, perceived relevance of the course material, and level of engagement in laboratory activities.

Data Analysis: Quantitative data will be analyzed using statistical tests to compare pre-test and post-test scores between the experimental and control groups. Qualitative data from open-ended survey questions will be analyzed thematically to identify patterns and themes related to student motivation and engagement.

Expected Results:

It is expected that students in the experimental group will show higher levels of motivation and engagement compared to the control group. This would suggest that PBL is an effective instructional approach for enhancing student learning in chemistry laboratory courses.

Conclusion:

This research proposal outlines a study to examine the impact of problem-based learning on student motivation and engagement in chemistry laboratory courses. By investigating the effects of PBL on student outcomes, this study aims to contribute to the growing body of research on effective instructional strategies in science education.

Research Proposal

Title: Assessing the Impact of Problem-Based Learning on Student Motivation and Engagement in Chemistry Laboratory

Introduction:

Problem-based learning (PBL) is an educational approach that emphasizes the development of critical thinking, problem-solving skills, and self-directed learning. PBL has been widely used in science education, including chemistry. However, limited research has explored the impact of PBL on student motivation and engagement in the chemistry laboratory specifically.

Research Question:

To what extent does problem-based learning enhance student motivation and engagement in the chemistry laboratory?

Literature Review:

Problem-based learning has been shown to promote student motivation and engagement in various educational settings. Studies have found that PBL:

- Fosters intrinsic motivation by providing students with opportunities to explore problems that are meaningful to them.
- Enhances engagement by encouraging students to actively participate in the learning process.
- Develops critical thinking and problem-solving skills, which are essential for success in science.

In chemistry, PBL has been successfully implemented in laboratory settings, but its impact on student motivation and engagement has not been extensively investigated.

Methodology:

This study will employ a quasi-experimental design with two groups: an experimental group who will participate in a PBL-based laboratory course and a control group who will participate in a traditional laboratory course. Data will be collected through the following methods:

- Surveys: Students will complete pre- and post-laboratory surveys to measure their levels of motivation and engagement.
- Laboratory performance assessments: Students' performance in laboratory assignments and experiments will be evaluated to assess their understanding and application of knowledge.
- Observational data: Trained observers will record students' participation and engagement during laboratory sessions.

Expected Outcomes:

The expected outcomes of this study are that:

- Students in the experimental PBL group will exhibit higher levels of motivation and engagement compared to students in the control group.
- Students in the PBL group will demonstrate stronger performance in laboratory assignments and experiments.
- Qualitative data from observational recordings will provide insights into the specific aspects of PBL that contribute to enhanced motivation and engagement.

Significance:

The findings of this study will provide valuable information on the effectiveness of PBL in chemistry laboratory education. By enhancing student motivation and engagement, PBL can foster a more positive and productive learning environment, leading to improved learning outcomes. The results of this study can inform the design and implementation of chemistry laboratory courses and promote effective science education practices.