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Problem-Based Learning: A Key to encourage

motivation to learn and success in Organic
Chemistry
DATASET JANUARY 2014

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1 AUTHOR:
Elmer Irene
Samar State University
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Problem-Based Learning: A Key to encourage motivation to learn

and success in Organic Chemistry
Elmer A. Irene, College of Education, Samar State University
Abstract
This action research investigated the application of Problem-Based
Learning method in Organic Chemistry and enhancing motivation to learn.
Thirty-four students were given problem tasks and allowed to arrive at
solutions through cooperative learning. Students exposed to PBL enjoyed
the process and viewed cooperative learning as the key to their success in
arriving at the solution and thus, learning organic chemistry.
Keywords: Organic
motivation, PBL

chemistry,

Problem-based,

cooperative

learning,

Rationale
I have been a teacher in chemistry for the past fifteen years. Yet I still
find myself inadequate and incompetent to teach the subject. The decline of
the performance of my students in science and their negative attitude
towards chemistry are indications of my inefficacy, the premise of which is
that effective teaching is based on effective learning (National CompetencyBased Teaching Standards, NCBTS). My main philosophy of teaching is to
teach the content of the textbook because students need to be
knowledgeable of chemistry concepts and principles. Somet imes we have to
rush the lesson in order to discuss all topics allotted for that period. I must
admit that I have been naive of the needs and differences of my students. I
force them to read, study in advance, and do homeworks only for the sole
purpose of passing the exam and get a good grade. My usual motivation, or
rather threat, is grade, which is pre-requisite to getting a good job or
passing the Licensure examination. No wonder that after a year or so,
whenever I ask them what topic they can still remember in my class they
can just utter familiar terms such as atoms, molecules, ions, etc. but could
not differentiate them.
Chemistry is considered to be one of the difficult subjects in college
due to the abstract nature of content. Students are required to manifest
higher level thinking skills in order to achieve learning goals (Fensham,
1988; Zoller, 1990; Taber, 2002 as cited by Sirhan, 2007). In addition to,
the constant interplay between macroscopic and microscopic is a challenge

to a student (Leonard, 1997). Chemistry as taught in college requires one

to think as formal thinkers where they can ponder abstract relationships and
concepts (Benaroch, 2012).

The Challenge
Both chemistry teachers and students, chemistry majors and non-majors
alike, agree that chemistry is probably the most problematic traditional science
discipline taught as far as learning difficulties and misunderstandings are concerned
(Zoller, 1990). However, as a teacher committed to effect effective learning among
the students, he/she should find a way to make teaching and learning easy and
effective. In my experience, the best way to start is to encourage motivation to
learn.
The Motivation to Learn Begins with a Problem
As described in the University of Delaware website, problem based
learning is an effective strategy to motivate students to learn. In a problembased learning (PBL) model, students engage complex, challenging problems
and collaboratively work toward their solution. PBL is about students
connecting disciplinary knowledge to real-world problemsthe motivation to
solve
a
problem
becomes
the
motivation
to
learn
(http://www.udel.edu/inst/). Working cooperatively with teammates and
progressively work on solutions to real world problems, students are
challenged to learn to learn.
This instructional method brought positive results when used in
Chemistry teaching as applied by Ram (1999) in Sophomore chemistry
laboratory, by Belt, et.al, (2002) in Analytic and Applied chemistry, by Larive
(2004) in Analytical Laboratory course and by Senocak (2007) in teaching
gases to prospective primary science teachers.
Study Method
I used PBL in teaching Organic chemistry to Bachelor of Secondary
Education students who major in Physics, Biology and Chemistry. There
were 34 students, 12 male and 22 female who were enrolled in Organic
chemistry in the first semester of SY 2013-2014. These students initially
conferred that ..Organic chemistry is one of the most difficult branches in
chemistry. Even the chemistry major students complained they ..are not
familiar with most of the concepts in Organic chemis try. Majority of the

students are Just taking the subject for compliance but missing the
relevance of it in their lives. After assigning them by groups and presented
the objectives of PBL.
Students were given the problem task and
emphasized completion on one week period. Problem situations were
modified
from
PBL
studies
found
in
this
internet
site
(http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.132.8467&rep=rep1&type=pdf ).
These are presented in the appendices. The PBL method adopted the steps
from http://www.niu.edu/facdev/resources/guide/strategies/problem_based_learning.pdf.
Results and Discussion
As shown in the figure below, students rated the PBL approach an
overwhelming positive feedback. Majority responded strongly agree on
clarity and usefulness of the problem/task (93%), collaboration (93%) and
Learning Organic chemistry through PBL (90%) and agree that PBL is
interesting (83%) and enjoyable (88%).
4.5
4
3.5
3
2.5
2
1.5
1
0.5

Male
Female
Total
Desired

Figure 2 Students responses to PBL

Students find the problem useful and understandable as shown on
Figure 2. Male and female both rated the PBL strategy as a positive tool to
encourage participation and effect learning organic chemistry. One male
respondent wrote that solving problems is easier when done in cooperative
setting. On the other hand, one student commented that PBL is nothing to
compare to lecture. He explained that in lecture the teacher is there all the
time and the whole students interact with the problem. But in another
paper, it was contrasted by one student who wrote that we can interact in
PBL than with the lecture because there was collaboration among us. The

activity encourage critical thinking and develop skills in searching for

information.
Collaboration is seen as the key in PBL. Students enjoyed PBL because
of their cooperation and sharing of information and knowledge about the
problem. One learns also the social skills because according to her she
cannot interact in lecture being a shy person. Not all is hassle-free,
however, one student mentioned that there is a time when misunderstanding
occurs due to individuals differing ideas.
PBL problems and recommendations
Some students wrote in their comments to add guidelines in the report
format so that there will be uniformity in the submission of output. Although
criteria was included in the PBL but she added that an analytic rubric is more
appropriate because it is more detailed.
Money is also seen as the problem in PBL because students were made
to search in the internet for the information. One student revealed they
have spent almost Php200 pesos in internet cost. Hence, it will be helpful to
the students if internet sites and references are provided to them.
Synthesis
There is no doubt problem-based learning strategy is a very effective
method in motivating students to learn. When they are tasked to find a
solution to the problem, they are motivated to learn. I think the problem
with lecture especially in Chemistry is that it is not student -centered as
supported by Leonard (1997). In PBL students have their own pace, it
caters to learning by doing principle and most of all, it supports cooperative
learning which was supported also by studies such that of Paulson (1999) in
organic chemistry and very helpful also even for not better prepared
students in general chemistry (Kogut, 1997). The finding will serve as eye
opener to chemistry teachers to try PBL approach as a strategy to enhance
motivation to learn and appreciate organic chemistry lessons.

References
Belt, S. T., Evans, E. H., McCreedy, T., Overton, T. L., & Summerfield, S.
(2002). A problem based learning approach to analytical and applied
chemistry.University Chemistry Education, 6(2), 65-72.
Benaroch, R. (2012). Piaget Stages of development. Retrieved September
12,
2013)
from
http://children.webmd.com/piaget-stages-ofdevelopment
Kogut, L.S. (1997). "Using Cooperative Learning to Enhance Performance in
General Chemistry." Journal of Chemical Education 74, no. 6 (1997):
720.
Larive, C. K. (2004). Problem-based learning in the analytical chemistry
laboratory course. Analytical and bioanalytical chemistry, 380(3), 357359.
Leonard, W. H. (1997). How do college students learn science. Methods of
effective teaching and course management for university and college
science teachers, 5-20.
Paulson, D.R. (1999). "Active learning and cooperative learning in the
organic chemistry lecture class." Journal of Chemical Education 76, no.
8: 1136.
Problem-based learning (n.d.). Retrieved January 14, 2014 from the
University of Delaware website http://www.udel.edu/inst/
Problem-based

learning

(n.d.).

Retrieved

January

15,

2014

http://www.niu.edu/facdev/resources/guide/strategies/problem_based_learning.pdf

from

Ram, P. (1999) "Problem-based learning in undergraduate instruction. A

sophomore chemistry laboratory." Journal of Chemical education 76,
no. 8: 1122.
Rhodes, D. G. (1999). A practical approach to problem-based learning:
simple technology makes PBL accessible. American Journal of
Pharmaceutical Education, 63(4), 410-414.
Senocak, E., Taskesenligil, Y., & Sozbilir, M. (2007). A study on teaching
gases to prospective primary science teachers through problem-based
learning.Research in Science Education, 37(3), 279-290.

Sirhan, G. (2007). Learning difficulties in chemistry: An overview. Journal of

Turkish Science Education, 4(2), 2-20.
Slavin, R. E. (1983). Cooperative learning. New York.
Zoller, U. (1990). Students' misunderstandings and misconceptions in college
freshman chemistry (general and organic). Journal of Research in
Science Teaching, 27(10), 1053-1065.