Can Project-Based Learning with Cognitive Behavioural Therapy Enhance Attitudes Towards Science?

Abstract

Previous research yielded diverse results concerning the efficacy of Project-Based Learning (PBL) and raised concerns about potential adverse psychological and behavioural consequences. This study seeks to address these ambiguities and ascertain potential benefits of PBL with Cognitive Behavioural Therapy (CBT), an innovative educational strategy. This study investigates the effectiveness of an innovative educational approach that combines PBL with CBT; and evaluates its’ impact on enhancing students' attitudes toward science in Malaysian primary schools. This study employed a quasi-experimental research design with primary school students in Malaysia as participants. Sixty students were selected and divided into two groups: one group received PBL with CBT, while the other was exposed to PBL. The use of one-way ANCOVA allowed for comparisons of the effects of these two treatments while controlling for covariates. The study finds there is a significant different in students' attitudes towards science following the PBL-CBT intervention. Mean scores for students in the PBL-CBT group were significantly higher compared to those in the PBL group. This suggests PBL-CBT approach has a positive impact on students' attitudes towards science. This contributes a novel approach to improving students' attitudes towards science through the combination of PBL and CBT. While prior research has explored these methods individually, this research bridges the gap by examining their synergistic effects.