The Effect of STEM Project Based Learning on Self-Efficacy Among High-School Physics Students
Journal of Turkish Science Education, vol. 16, no. 1, pp. 94-108, 2020
15 Pages Posted: 7 May 2020
Date Written: March 30, 2020
Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
Keywords: Project-Based Learning (PjBL), Science, Technology, Engineering and Mathematics (STEM), Physics Education, Problem-Solving, Performance Evaluation, Bibliometrics
JEL Classification: L1, L11, L7, M11, M12, M1, M54, Q1, O1, O3, Q31, Q32, P24, P42, P29, L17
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