SAIP2026

Problem-Based Learning approach for developing problem solving skills in electric circuits for Grade 12 learners.

8 Jul 2026, 11:00

20m

Lecture Hall C9 (University of the Western Cape)

Oral Presentation Track E - Physics for Development, Education and Outreach Physics for Development, Education and Outreach

Speaker

Dr Phala Wesley Masoga (University of Limpopo)

Description

This study explored the impact of the Problem-Based Learning (PBL) approach on developing problem-solving skills in electric circuits for Grade 12 learners. Diagnostic reports and classroom formative assessments showed that learners have challenges when solving electric circuits, particularly in real-life questions that require an understanding of current and potential difference, thus demanding a teaching method such as Problem-Based Learning (PBL). To carry out the study, a mixed-method quasi-experimental design consisting of qualitative and quantitative data was used to assess the effectiveness of PBL on developing problem-solving skills. The quantitative phase used pre- and post-tests on current, potential difference and resistance in parallel circuits, while the qualitative phase used group interviews and classroom observations. The results demonstrated that learners improved on the post-test following the use of PBL. Based on the interview, learners like problem-based learning (PBL) because it encourages teamwork and enables them to solve difficult, relatable problems that require critical thinking. The study discovered that implementing PBL helps learners develop critical thinking and problem-solving skills that are useful in science education.