Cemal TOSUN, ERDAL ŞENOCAK, Ömer Faruk ÖZEKEN

The Effect of problem-based learning on undergraduate students motivation to the general chemistry course and scientific process skill levels

This study aims to reveal the effects of Problem-Based Learning (PBL) on the studentsmotivation to the general chemistry course and scientific process skill levels. Also, students perceptions of problem-based learning environment are examined. The study is carried out with one group pre-test post-test experimental design. The findings of the study are obtained through quantitative approaches. The sample group of the study is 46 first-year undergraduate students enrolled to the General Chemistry Course at the Department of Primary School Science Teacher. The implementation is carried out for 40 class hours in the spring semester of 2012-2013 academic years. Quantitative data are obtained throughScientific Process Skills Test , Chemistry Motivation Scale-II and Problem-based Learning Environment Inventory . Dependent paired-sample t-test was used to compare pre and post-test. The findings of the study reveal that there is no statistically significant difference between students scientific process skill levels according to pre and post test results. In addition, the test results show that there is a statistically significant difference between students motivation to the general chemistry course.

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