The Use of PBL （Problem-Based Learning） in Improving the Student Performance in Navigation 3 （Terrestrial and Coastal Navigation）  

作　　者：Ma. Corazon S. NavallaseaI 2/M Mario B. Dumaicos 2/M Narciso F. Atanacio 

机构地区：[1]Bachelor of Science in Marine Transportation (BSMT) Department, John B. Lacson Foundation Maritime University-Arevalo, Sto.Niho Sur, Arevalo, 1loilo City 5000, Philippines

出　　处：《Journal of Shipping and Ocean Engineering》2017年第4期161-167,共7页船舶与海洋工程（英文版）

摘　　要：This quasi-experimental study aimed at looking into the effectiveness of PBL （problem-based learning） in improving the performance in Navigation 3 （terrestrial and coastal navigation） of BSMT （Bachelor of Science in Marine Transportation） second year students at JBLFMU-Arevalo during the first semester of school year 2016-2017. The respondents of this research were the two sections comparable with each other who was enrolled in the subject Navigation 3. There were 60 student respondents composed of 30 in the experimental group and 30 in the control group. A validated three item teacher-made problem solving test with 10 points for each correct answer was used as an instrument. The dependent variable was the scores in Navigation 3 and independent variable was the PBL approach. The statistical tools used were mean, standard deviation, Mann-Whitney test, and Wilcoxon-Signed ranks test set at 0.05 level of significance. The effect size was computed to determine the effectiveness of the PBL approach in terms of students＇ performance in Navigation 3. Results showed that in the pretest, though the experimental group had a higher mean than the control group, the Mann-Whitney test showed that the mean scores of the two groups were comparable because the significant value was greater than 0.05. When the treatment was introduced, findings showed that there were significant differences in the Navigation 3 performance in the pretest and posttest of experimental and control groups as well as in the posttests of both groups. It could be inferred that the better performance of the experimental group could be attributed to the intervention where the students were actively involved in the learning process.这伪试验性的研究瞄准了调查 PBL 的有效性(基于问题的学习) 在改善 BSMT (在海洋的交通的理学士) 的在航行 3 的表演(陆上、沿海的航行) 在 JBLFMU-Arevalo 的第二个年学生在学年 2016-2017 的第一个学期期间。这研究的回答者是与在题目航行 3 被注册的对方一起可比较的二节。有回答者们在试验性的组 30 使镇定下来的 60 学生， 30 在控制组织。A 验证了有 10 的做教师的解决问题测试削尖的三个项目因为每个正确答案被用作一台仪器。依赖变量是在航行 3 的分数，独立变量是 PBL 途径。使用的统计工具是平均数，标准差， Mann-Whitney 测试，和在意义的 0.05 水平设置的签名 Wilcoxon 的等级测试。效果尺寸被计算在航行 3 以学生性能决定 PBL 途径的有效性。尽管试验性的组比控制组，有一个更高的平均数，结果在预告测验显示出那因为重要价值比 0.05 大， Mann-Whitney 测试证明二个组的吝啬的分数是可比较的。当处理被介绍时，调查结果证明在在预告测验和 posttest 的航行 3 性能有重要差别试验性并且象在两个组的 posttests 一样的控制组。试验性的组的更好的表演能被归因于学生活跃地涉及学习过程的干预，这能被推断。

关 键 词：Problem-based learning terrestrial navigation coastal navigation QUASI-EXPERIMENTAL JBLFMU-Arevalo. 

分 类 号：T[一般工业技术]