STUDENTS’ PERCEPTION OF PROBLEM BASED LEARNING THROUGH CONCEPT CARTOON IN INTEGRATED SCIENCE IN BENIN METROPOLIS

ABSTRACT

The study investigated students’ perception of problem-based learning through concept cartoons in integrated science in Benin metropolis. 133 integrated science students from selected schools in Egor LGA, Benin City were explored. The researcher made efforts to investigate the effects of using problem-based learning (PBL) and concept cartoons on students’ academic achievement, attitudes towards, perceptions of the benefits of problem-based learning through concept cartoons, and the challenges that students face when engaging with problem-based learning through concept cartoons in Integrated Science, all of which have been discussed in detail under the review of literature. The collection of data was carried out through the administration of a questionnaire to 133 integrated science students in selected schools from Egor LGA, Benin City. The data on the research questions were interpreted and discussed using mean and standard deviation tables. The sampling technique used for the research is the simple random sampling technique. The findings based on the research questions revealed that students agree that problem-based learning (PBL) and concept cartoons effectively enhance the learning experience in Integrated Science. Students exhibit positive attitudes towards Integrated Science when exposed to PBL and concept cartoons. Moreover, students acknowledge the benefits of problem-based learning (PBL) through concept cartoons in Integrated Science, expressing increased interest in science, enhanced confidence in their skills, better memory retention, easier understanding of complex topics, and improved collaboration with classmates. Despite the perceived benefits, students also encounter challenges with problem-based learning (PBL) through concept cartoons in Integrated Science, expressing the need for more guidance to relate interactive elements to the curriculum and finding applying knowledge from story pictures to science problems challenging. In conclusion, the study provides valuable insights into the effect of problembased learning (PBL) and concept cartoons on students' academic achievement and attitudes towards Integrated Science across four research questions, emphasizing the importance of integrating innovative teaching approaches like PBL and concept cartoons to enhance students' learning experiences and address both their academic and attitudinal needs in Integrated Science education.