Development of a green technology project-based learning module to enhance form two students’ higher order thinking skills in science

Learning and teaching activities are crucial to providing students with meaningful and lasting science knowledge. This study aims to develop a Green Technology Project Based Learning Module (Green-PjBL) and evaluate its effectiveness in enhancing students' higher-order thinking skills in science compared to the traditional teaching method (TRAD). This study extends the Project Based Teaching Practices Model by integrating the Green Technology Theory. Design and Development Research (DDR) was the methodology used in this study. The ADDIE model (Analyse, Design, Develop, Implement, and Evaluate) was used to develop the Green-PjBL module. Four research questions were set up for this study:(1) What are the experts’ opinions on components needed to develop Green-PjBL for teaching Science among Form Two students? (2) What are the main feature designs to develop the Green- PjBL Module? (3) To what extent the validity and reliability of the module among raters achieved? (4) Is there any significant difference in the mean score between the Green-PjBL and traditional teaching methods (TRAD) groups? A sequential mixed method technique, including interview and quasiexperimental methodologies, was used to gather the responses. Two student groups from two distinct classes in Kulim District participated in the study: one experimental group (Green-PjBL; n = 31) and one control group (TRAD; n = 30). The traits of the two groups were similar. The mean pre-test and post-test scores were used to evaluate the student's performance. The findings demonstrate that students exposed to the Green-PjBL module achieved significantly higher mean scores in post-tests compared to the TRAD group (t(59) = 9.087, p < .05), highlighting the module's efficacy in fostering HOTS. Additionally, the module validated a robust structure with high content validity (92.08%) and reliability (Cronbach's Alpha = 0.89). The study's contribution lies in offering an alternative teaching resource for science education, incorporating green technology elements to enrich learning experiences and providing teachers with a validated framework for integrating sustainability into classroom practices. This research contributes to educational strategies by presenting a replicable model that links theoretical and practical aspects of teaching, addressing the pressing need for innovative methodologies to enhance critical thinking and environmental awareness among students.

Text FPP 2024 27 Declaration form.pdf Restricted to Repository staff only Download (940kB) Text FPP 2024 27 fulltext.pdf Restricted to Repository staff only Download (10MB) Text 125168 fulltext.pdf Download (1MB) Official URL or Download Paper: https://ethesis.upm.edu.my/id/eprint/18823

Actions (login required)

View Item