Abstract:

The purpose of this study was to investigate the effect of problem-based learning on the academic achievement, attitudes towards chemistry and scientific process skills through "Chemical Equilibrium Subject". The subject of this study was consisted of 60 students in two different classes in a high school, selected cluster sampling method, in Hatay. One of the classes was randomly assigned to as experimental group (n=30) and the other was control group (n=30). The study was conducted as a nonequivalent pre-test/post-test control group design that is one of the quasi-experimental research patterns. Chemical Equilibrium Achievement Test, Attitude Scale toward Chemical lesson and Scientific Process Skills Test were administered to students as a pre and post-test. The collected data were analyzed tested by using independent group's t-test and ANCOVA. The results revealed that; PBL in enhancing students' academic achievement (F(1,57)=9,844, p<0,05) and their attitudes towards chemistry lesson (t(58)=2,330; p<0,05) is more effective than traditional methods, but at the same time it revealed that there was no difference between the two teaching method in improving the skills of scientific process (t(58)=1,960; p>0,05).

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