Self-Directed Learning and Skills of Problem-Based Learning: A Case of Nigerian Secondary Schools Chemistry Students

Abstract

The role of chemistry in the development of any society cannot be overemphasized. Chemistry students are therefore expected to acquire flexible knowledge and problem solving skills to facilitate the expected development of our modern society. The purpose of this article is to investigate the roles of teachers and student in the development of self-directed learning and skills in Nigerian Secondary Schools. PBL is a student-centered pedagogy which helps students develop problem solving skills and improved knowledge through self-directed learning under teacher's supervision. It is supported by Cognitive and Constructive psychologists. The learning process in Nigeria schools does not produce students with the required skills and knowledge, because of traditional instructions by teachers, poor learning environment and inadequate learning facilities. This gives a reason for the research. The study used a qualitative approach with explanatory design. Fifteen (15) chemistry students (16 years) and a teacher were purposefully selected in one Senior Secondary School as participants. The participants received 6 weeks of PBL lessons using a topic purification of water. The researchers collected data through observations field notes during the intervention process and also interview a focus group of 5 students after the PBL lessons. The data were transcribed, triangulated and analyzed using content analysis. The results showed students have improved learning and acquisition of problem solving skills including life-long learning and information management due effective self-directed learning activities among them. The researchers therefore recommend the introduction of self-directed learning approach in Nigerian Secondary Schools and other higher educational institutions.

Collaborative and Self-directed Learning Strategies to Promote Fluent EFL Speakers

“…During this study, both participants and the researcher played specific roles; for instance, as suggested by (Sze-yeng & Hussain, 2010) the teacher needed to become less of an authority figure and more of an active user with shared-power who interacted with other participants. This study also promoted the development of SDL within a collaborative learning environment, since there is evidence that both of these concepts can be blended effectively to develop learning (Abubakar & Arshad, 2015;Herman, 1983;Kelz, 2009;Mendieta et al, 2015). It has been found that, when individuals are engaged in cooperative learning activities, group work learning and self-learning are boosted if supported efficiently by facilitators who help students during the joint construction of conceptual knowledge (Fung & Lui, 2016).…”

Teacher Candidate’s Generic Science Skills on Organic Chemistry Reactions Through Problem-Based Learning Model

“…Based on the results of data analysis and discussion of research results it can be concluded that problem-based learning can improve students' learning outcomes, it can be seen from the generic science skills of the experimental group taught by using the problem-based learning model is higher than the control group on addition, substitution, and elimination materials. (Abubakar & Arshad, 2015) their research found that problem-based learning has improved students' problem-solving skills and high order thinking skills. It is also in line with what has been found by (Zakiyah, 2014) that the application of PBL model can improve students' generic science skills by using some indicators, such as direct observation, indirect observation, the law of cause and effect, logical inference and logical framework.…”

The Effect of Multiple Representation-Based Learning (MRL) to Increase Students’ Understanding of Chemical Bonding Concepts

“…In contrast to DL model, PBL model is a student-centered learning model in which students define their own key issues based on chemical bonding concepts for real-world problems through collaborative learning activities, also, direct students under the guidance of a teacher (Savoie & Andrew, 1994). Focusing on real-life problems and exploring relevant information allow students to develop their flexible knowledge and meaningful problem-solving skills (Abubakar & Arshad, 2015). PBL consists of the seven 7following steps: problem identification, knowledge exploration, hypothesis creation, key issue identification, independent study, re-evaluation, the application of new knowledge towards problem-solving, evaluation, and reflection (Prasad, 2011).…”

“…The motivational opportunity available in PBL is a real asset to students' motivation. Abubakar & Arshad (2015) concluded that students who learn using PBL have been able to develop a deeper understanding and acquire effective problem-solving skills as well as more effective and focus on independent information processing.…”