Problem-Based Learning (PBL) for Enhancing Lower Secondary Students in Health Education: Life Safety

Abstract

Background and Aims: Problem-Based Learning (PBL) has emerged as a pivotal pedagogical strategy in contemporary education, aimed at fostering active learning, critical thinking, and the holistic development of learners. It emphasizes the integration of real-world problems as a foundation for knowledge construction, thereby enhancing students' ability to achieve the intended learning outcomes effectively. The present study was designed with the following objectives: (1) to examine the differences in students’ academic achievement before and after the implementation of a PBL-based instructional model in Health Education, focusing on the topic "Life Safety"; (2) to assess students’ analytical thinking and problem-solving skills following the PBL intervention, in comparison with the proficiency benchmark set at 65%; (3) to explore students’ levels of satisfaction with the PBL approach implemented in the Health Education curriculum; and (4) to investigate the extent of knowledge retention among students within 30 days after receiving PBL-based instruction.

Research Methodology: This study employed a quasi-experimental research design with a single-group pretest-posttest model. The sample consisted of 30 Grade 9 students from the Demonstration School of Ramkhamhaeng University (Secondary Division) in the academic year 2023. The appropriate sample size was determined using the G*Power program and selected through cluster random sampling. The selected classroom comprised students of mixed abilities, with no significant differences in prior academic performance in Health Education across the groups. The research instruments utilized in this study included: (1) a set of parallel-form tests administered before and after instruction to measure academic achievement; (2) an assessment rubric designed to evaluate students’ analytical thinking and problem-solving abilities; and (3) a structured questionnaire to assess students’ satisfaction with the PBL approach. The data were analyzed using a dependent samples t-test to determine statistical significance, along with descriptive statistics including mean scores, standard deviations, and percentages.

Results: (1) The post-instruction academic achievement scores of the students were significantly higher than their pre-instruction scores, with the improvement reaching statistical significance at the 0.05 level. (2) Students demonstrated analytical thinking and problem-solving skills that exceeded the predetermined proficiency criterion of 65%, also with statistical significance at the 0.05 level. (3) Overall, students expressed a high level of satisfaction with the PBL instructional model, indicating positive perceptions of its effectiveness and engagement. (4) The knowledge retention rate was found to be 6.44%, which is within the acceptable threshold stipulated by the study, that is, a reduction not exceeding 30% within 30 days post-instruction.

Conclusion: The findings of this study underscore the effectiveness of Problem-Based Learning (PBL) as a learner-centered instructional approach in enhancing academic achievement, higher-order thinking skills, and learning retention among lower secondary school students in the domain of Health Education, particularly on the topic of "Life Safety." The integration of PBL into the instructional design not only led to significant improvements in learning outcomes but also fostered a high degree of student satisfaction, suggesting that PBL is a viable and impactful method for promoting meaningful and sustainable learning in secondary education contexts.