"An Analysis of the Effects of Problem-Based Learning on Students’ Participatory Behavior in Fulfilling the Responsibilities of Good Citizenship in the Civic Duties, Culture, and Social Life Strand among Grade 11 Students."

Abstract

This study aimed to: (1) develop and implement problem-based learning (PBL) lesson plans in the Social Studies, Religion, and Culture learning area, Strand 2: Civics, Culture, and Social Life, for Grade 11 students; (2) examine the effects of PBL on students’ participatory behaviors in good citizenship; and (3) investigate students’ opinions toward PBL-based instruction.

The sample consisted of 17 Grade 11 students from a public secondary school, selected through purposive sampling. The research instruments included six PBL lesson plans, a participatory behavior assessment form, a reflective thinking form, and a student opinion questionnaire. Quantitative data were analyzed using mean, standard deviation, and dependent samples t-test.

The findings revealed that:

1. The students who learned through PBL-based civics lesson plans achieved an average total score of 127.35 out of 156 from formative assessments and performance evaluations across all six lesson plans, representing 81.64%, indicating that the process efficiency (E1) was 81.64. The mean score on the participatory citizenship behavior test was 36.12 out of 40, equivalent to 90.29%, indicating that the outcome efficiency (E2) was 90.29. Therefore, the overall efficiency of the PBL lesson plans (E1/E2) was 81.64/90.29, which exceeded the established criterion of 80/80.
2. The mean posttest score of students’ participatory behaviors in good citizenship was 82.75, which was higher than the mean pretest score of 44.12. This indicated that students’ participatory citizenship behaviors after learning were significantly higher than those before learning.
3. The overall level of students’ satisfaction with PBL-based instruction in the civics course was high. The items with the highest mean scores were: Item 1, “I had fun and felt happy participating in activities with my classmates”; Item 4, “I enjoyed sharing my opinions with classmates and the teacher”; and Item 10, “I felt satisfied when I successfully completed tasks in the civics course,” with a mean of 4.66 and a standard deviation of 0.50, indicating the highest level of satisfaction. The item with the lowest mean score was Item 3, “I enjoyed studying and conducting learning tasks,” with a mean of 3.33 and a standard deviation of 0.70, which was at a moderate level.