Effects of Model-Based Learning Activities on Environmental Problem-Solving Ability of Upper Secondary Students
DOI:
https://doi.org/10.14456/ojed.2025.8Keywords:
model-based learning activities, environmental problem-solving ability, environmental problem, upper secondary studentsAbstract
The purpose of this study was to compare the environmental problem-solving ability of students before and after learning through model-based learning activities, both in overall terms and classified by component. The sample consisted of 38 11th-grade students, selected using simple random sampling. The research instruments consisted of model-based lesson plans and an environmental problem-solving ability test. The collected quantitative data were analyzed using arithmetic mean, mean of percentage, standard deviation, and t-test for dependent samples, and qualitative data were analyzed using content analysis. The research results were summarized as follows: 1) When considering the overall environmental problem-solving ability, the students’ average environmental problem-solving ability score after learning was higher than before learning at the .05 level of significance, and 2) When classifying the environmental problem-solving ability into components, including identifying environmental problems, formulating solutions to environmental problems, assessing solutions to environmental problems, proposing appropriate actions to solve environmental problems, and applying environmental problem-solving approach, the students’ average environmental problem-solving ability scores after learning were higher in all aspects than before learning at the .05 level of significance.
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