Evaluation of a Problem Centred Project-based Hybrid Module for High School Physics in the Sultanate of Oman

Abstract

Proficiency in physics problem-solving is crucial for mastery of the subject and fostering innovative solutions. Yet, high school graduates in the Sultanate of Oman display only average competence in this skill. There is a need to provide students in grades 9-12 with more opportunities to engage with real-world physics problems. To address this, a hybrid module based on Gold Standard Project-Based Learning (PjBL) has been developed. This module, adhering to Merrill's First Principles of Instruction and the Cognitive Apprenticeship framework, is designed to enhance cognitive learning and problem-solving skills specifically for Omani students. It integrates significant problem-solving components into physics instruction using authentic tasks tailored to students' proficiency levels. The module was implemented in a grade nine physics curriculum focused on renewable energy topics. The study involved one physics teacher and 30 students from the Musandam educational governorate, utilizing a single-group pretest and posttest quasi-experimental design to assess the module's effectiveness. The analysis, conducted using a t-test, indicated substantial improvement in both cognitive learning and problem-solving abilities among students. Consequently, this PjBL module, when implemented in a hybrid environment, holds promise for broader application in educational institutions, engineering colleges, and vocational schools to enhance students' physics problem-solving skills.