CHAPTER ONE

1. INTRODUCTION
Learning is a process of acquiring skills or knowledge through experience, or study or as a result
of being taught by someone. It is affected by a number of factors for it to take place successfully.
Factors that affect learning can be categorized into internal and external factor, internal factors
include learning environment (class room atmosphere, where the learner should feel a sense of
belonging), learner’s readiness (enthusiasm or motivation), learner’s ability, perception, emotion,
and attitude etc. (Grossman,2008).These factors contribute to the process of learning and must be
put into consideration. However, amidst all these factors, teaching and learning certain topics in
physics in particular Newton’s Laws of Motion requires one to be more abstract in their thinking.

Newton's laws of motion are three physical laws that, together, laid the foundation for classical
mechanics. They describe the relationship between a body and the forces acting upon it, and its
motion in response to those forces. More precisely, the first law defines the force qualitatively,
the second law offers a quantitative measure of the force, and the third asserts that a single
isolated force doesn't exist. These three laws have been expressed in several ways, over nearly
three centuries,[1] and can be summarized as follows:

First law: In an inertial frame of reference, an object either remains at rest or continues to
move at a constant velocity, unless acted upon by a force.[2][3]

Second law: In an inertial frame of reference, the vector sum of the forces F on an object is
equal to the mass m of that object multiplied by the acceleration a of the object: F = ma. (It is
assumed here that the mass m is constant – see below.)

Third law: When one body exerts a force on a second body, the second body simultaneously
exerts a force equal in magnitude and opposite in direction on the first body.

The three laws of motion were first compiled by Isaac Newton in his Philosophiæ Naturalis
Principia Mathematica (Mathematical Principles of Natural Philosophy), first published in 1687.
[4] Newton used them to explain and investigate the motion of many physical objects and
systems.[5] For example, in the third volume of the text, Newton showed that these laws of
motion, combined with his law of universal gravitation, explained Kepler's laws of planetary
motion.

1.1. RESEARCH BACKGROUND

This research is based on the challenges the researcher used to face during high school
especially when dealing with problem involving Newton’s Laws of Motion.
I had a lot of challenges and problems in understanding the concepts of this topic and their
applications. Some of the problems included failure to understand concept like inertia, net
force, constant velocity and momentum and its application. The other terms which were hard

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 to understand includes up thrust and thrust. It was also observed that, my colleagues used to
face the same problem as well despite the lesson being delivered to the class. We lacked
involvement and participation on verifying these laws which made it more difficult to
understand. Hence these difficulties I faced arouse my interest to conduct an action research
to find out the impact Problem Based Learning in improving learner understanding and
performance of Newton’s Laws of motion.

1.2 STATEMENT OF THE PROBLEM

In this study, the research came to understand many things as to why learners find difficulties in
solving questions regarding Newton’s laws of Motion. Some of the problems are lack of
competence in evaluating the arithmetic problems. Learners lack self-reliance which makes them
fail to solve and synthesis by themselves. Therefore, through the research topic, the impact of
teaching and learning of Newton’s law of Motion is the independent variable and the problem
based learning is the dependent variable. This means that, for the impact to be seen or noticed,
the appropriate method must be employed and in this case problem based learning method will
be employed.

However, the researcher tackled some of the problems given above by the use of the method
alluded to earlier. The researcher also found that some of the teachers do not use the appropriate
method of teaching in connection with the topics. There is what we call bloom’s taxonomy
which simply means classification of cognitive behavior. These help teachers to encourage
learners to move to higher level of thinking as they call it a stairway. It has six levels of cognitive
domain. Teachers should use the revised Bloom’s taxonomy which comprises of; Remembering,
Understanding, Applying, Evaluation and Creating but most of them tend to use the old which
start with Knowledge, Comprehension, Application, Analysis and Evaluation. And this is the
reason why learners fail to use the learnt concept to a new situation because they cannot create
but memorize. The researcher realized that most teachers never use problem based learning in
Physics. Problem based learning is the curriculum development and institution system that
simultaneously develop both problem solving strategies and displinary knowledge bases and
skills by placing students in the active role of problem solvers by (Finkle and Torp, 1995)

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Even though, the researcher had found many problems that lead to the poor performance of
learners, the researcher needed to find the way forward that would bring change that is fruitful.
This study was carried out in order to meet the objectives of the study. Problem based learning is
the approach that the researcher will use in the research because it will help learners to analyze
problems pertaining physics and develop their confidence. One of the primary features of
problem - based learning is that, it is student centered refers to learning opportunities that are
relevant to the students, the goals of which are at least partly determined by the students
themselves. This does not mean that the teacher abdicate her authority for making judgment what
might be important for student to learn, rather, this features places partial and explicitly
responsibility on students shoulders for their own learning. Giving them exercises, homework,
and some activities that require learners input presumably also increases the likelihood of
learners being motivated to learn. One way to determine this is by being witness to how student
go about addressing intellectual challenges, especially those that seem at variance with their
current understanding. Interactive and collaborative learning, on which problem-based learning
is based, allows a teacher rune opportunity to observe students learning processes.

The teacher is not passive during learners learning, but neither does he take the traditional role of
stage on the stage. ” The teacher’s role can be model different kind of strategies”, sometimes
referred to as “cognitive apprenticeship” learning (Brown, Collin & Newman, 1989). Problem
based learning method can also lead learner’s model one another a variety of problem solving
strategies. The most common teacher’s role is to ask meta-cognitive questions to the learners;
how can you solve this? What assumptions might you make? These questions are meant to get
learners to become self-reflective about their learning processes, thus another primary feature of
problem based learning. This may seem contradictory to” solving” the problem is an important
and critical aspect of problem based learning hence its name.

1.3. PURPOSE OF THE STUDY

The main purpose of this research is to find out the impact that problem based approach has on
pupil’s achievement and attitude towards learning the Newton’s laws of motion.

1.3.1. RESEARCH QUESTIONS

This research was guided by the following questions:

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 1) What is the impact problem based approach has on learner’s achievement towards
learning the Newton’s law of motion?
2) What is the impact problem based approach has on learner’s attitude towards
learning the Newton’s laws of motion?
3) What benefits do learners get from problem based approach of teaching when
learning the Newton’s laws of motion?

1.3.2. RESEARCH OBJECTIVES

 To determine the impact problem based approach has on learner’s achievement towards
learning the Newton’s law of motion.
 To determine the impact problem based approach has on learner’s participation towards
learning the Newton’s laws of motion.
 To determine what benefits learners get from problem based approach of teaching when
learning the Newton’s laws of motion.

1.4. SIGNIFICANCE OF THE STUDY

This research is important because I believe it brings about development in my research
by analyzing existing practice and identifying element for change. Perhaps the most
important aspect of my action research is that the process is to enhance me as an
educator to develop my profession through the fostering of my capability as knowledge
maker, rather than simply as professional knowledge user.
I strongly believe that this instrumental method (PBL) did encourage pupils to look for
new solutions to relevant problems using available knowledge and resources.

1.5. ETHICAL CONSIDERATIONS

The researcher was ethical (consistence with agreed principles of correct moral conduct) and
guided by the authority published in books accepted by Examination Council of Zambia (ECZ).

Making sure that the participants are not harmed, in this case of the research, grade 11 pupils was
used in this research.

The results from both the pre-test and the post-test was used in this research by making
comparisons to see the impact.

1.6. LIMINTATION OF THE STUDY

The following were the limitations to my research study;

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a. Time

Time was not enough to explore other topics which would need Problem Based Learning

b. Finances

It was very difficult to conduct my research more effectively due to lack of finances that should
have played a pivotal role in getting a good camera for taking photos and audio recordings,
instead a mobile phone was used.

1.7. PROPOSED METHOD AND PROCEDURES

The data was collected by means of interviews, experiments, focus group discussions and direct
observation. The data collection instruments were interview guide, questionnaire and direct
observation.

The data collected was analyzed and the progress was measured and recorded. Statistical
package for social science (SPSS) and Microsoft excel were used in the analysis of quantitative
data.

1.8. OPERATIONAL DEFINITION

The operational definitions for the terms used in my research are as follows;

a) ACHIEVEMENT

The impact on the learners achievement will be determined inform of scores from the tests that
will be given to the learners. The test will be comprising of ten (10) questions, of which less than
5 out of 10 will unsatisfactory, 5 out of 10 will fair and above 5 will good.

b) ATTITUDE

Impact on the learner’s attitude was measured using a questionnaire which was prepared by the
researcher. The questionnaire was consisted with questions that had to be answered by the pupils
by ticking; the questionnaire had two sections (A and B). Section A was asking pupils if they like
the Newton’s law of motion and it was requiring the pupils to tick yes or no, attitude was
measured by comparing the number of pupils who had chosen yes or no.Section B contained a

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part on which learners was required to write a short statement on how they feel about Newton’s
law of motion.

c) PROBLEM BASED LEARNIG APPROACH (PBL)

It is a student-centered pedagogy in which student learn about a subject through the experience
of solving an open-ended problem found in trigger material.

d) LEARNER

The research was done at Chambishi secondary School to grade 11 pupils.

1.9. ACRONYMS

 PBL-problem based learning

 NLM-Newton’s Laws of Motion.
 ECZ-Examination Counsel of Zambia

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