Design a module integrating problem based learning with fluid intelligence and evaluating its impact on the understanding of mechanical energy and machines

Abstract

A module was designed and developed that integrates the steps of Problem-based learning ( PBL) and fluid intelligence skills (PBL-FI Module), then evaluated its impact on the conceptual understanding (CU) of mechanical energy and machines (MEM) for 6th graders in Jordan. The module was developed using the ADDIE instructional design model, which included five stages: analysis, design, development, implementation, and evaluation. Ten experts verified reliability, content validity, and educational usability.
To evaluate the effect of the PBL-FI Module on conceptual understanding, as defined by Wiggins & Mctighe (2002), an inequivalent group quasi-experiment was designed and used, in which the sample was divided into two groups: experimental, which consisted of 47 students that were taught using the PBL-FI module; and the control group, which consists of 48 students that were taught using the traditional method. A pre-and post-test was applied to measure the understanding of MEM in each of the two study groups.
One-way ANCOVA analysis was performed to compare the two groups, and the results showed the superiority of the PBL-FI module compared to the traditional method in enhancing CU of MEM.