Through teaching physics, students still lack in 21st century skills especially, learning and innovation skills which are important to their future careers and daily life. Educators reported a lot of teaching strategies providing opportunities for authentic learning activities that acquire students these future skills includes problem based learning strategy. Unfortunately most previous studies concentrated on male students and on higher education institutions ignoring the school students especially, female school students who need exposure for these real activities to prepare them for university study. The present study aimed to investigate the effect of problem-based learning on female students' learning and innovation skills-4Cs while teaching physics. The sample included 45 grade 11 female students selected purposively from Dayr Abu Saeed secondary school for girls in Jordan, which distributed into two groups: an experimental group consists of 22 students taught the physics unit by problem-based learning method and control group comprises 23 students taught the same physics unit by conventional method. A quasi-experimental research design was administered. Learning and innovation skills test was prepared by the researcher and used to collect data. A pre-test was administrated before the students have begun the treatment and post-test after they have finish. Descriptive statistics for the variables treated was run and Independent sample T-Test for the post-tests to answer the study question. Results showed a significant difference in students' learning and innovation skills (4Cs) test in favor of experimental group, the experimental group performed better in post-test. In other words, problem-based learning is able to develop on learning and innovation skills (4Cs) among female secondary level students.
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In-Text Citation: (Bani-Hamad & Abdullah, 2019)
To Cite this Article: Bani-Hamad, A. M. H., & Abdullah, A. H. (2019). Developing Female Students’ Learning and Innovation Skills (4cs) In Physics through Problem Based Learning. International Journal of Academic Research in Business and Social Sciences, 9(12), 560–572.
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