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Difficulties in understanding mechanical waves: Remediated by problem-based instruction

Stella Teddy Kanyesigye1,*, Jean Uwamahoro1,†, and Imelda Kemeza2,‡

  • 1African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), Kayonza, Post Office Box 55 Rwamagana, Rwanda
  • 2Mbarara University of Science and Technology, P.O BOX 1410, Mbarara, Uganda

  • *kanyesigyestella@gmail.com
  • †mahorojpacis@gmail.com
  • ‡ikemeza@must.ac.ug
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Phys. Rev. Phys. Educ. Res. 18, 010140 – Published 2 June, 2022

DOI: https://doi.org/10.1103/PhysRevPhysEducRes.18.010140

Abstract

This study aimed at analyzing the impact of problem-based learning (PBL) in improving physics students’ conceptual understanding of mechanical waves. This study used a quasiexperimental, pretest–post-test control group design with PBL instruction as a teaching intervention. The participants of this study were 239 physics students from 19 secondary schools in Western Uganda. We analyzed data with SPSS v.23.0 using repeated two-way analysis of variance tests. We found that unlike the superposition of mechanical waves concepts, PBL effectively improves students’ understanding of propagation, reflection, and standing waves more than the usual or traditional teaching method. Teachers were recommended to teach with PBL to assess students’ difficulties to remedy them and uplift their understanding.

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Phys. Rev. Phys. Educ. Res. 18, 010140– Published 2 June, 2022
  • Received 21 January 2022
  • Accepted 4 April 2022
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Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

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