Improving Students’ Performance and Problem-Solving Attitudes through Problem-Based Learning in Physics classes in Uganda

This study investigates the impact of Problem-Based Learning (PBL) instruction on students’ academic performance and problem-solving attitudes in Physics classes in Sheema District, Western Uganda, 144 form-2 students participated in this quasi-experimental study. The research design incorporated pretest and post test and attitudes, aligned with physics education, to evaluate the effectiveness of teaching simple machines. Teachers were trained to implement PBL to teach the principles of simple machines. Pretest and post test were administered to assess student performance, while a Likert-scale questionnaire was used to measure problem-solving attitudes. The findings indicate a substantial improvement in student performance, with the intervention significantly enhancing academic outcomes. Also, the study positively impacted problem-solving attitudes, reflected in increased post-attitude scores. Notably, the effect of school type (public vs. private) was significant in performance but not in attitudes, indicating a leveling effect, This research suggests that PBL instruction can be a valuable educational strategy to enhance student performance and foster positive problem-solving attitudes. These findings contribute to understanding effective pedagogical practices in the context of physics education in Uganda.