Problem-Based Learning as an Approach to Teach Cell Potential in Matriculation College, Malaysia

  • Kai-Li TehEmail author
  • Nooraida Yakob


Many students face difficulties in learning electrochemistry. According to Davis (Educ Chem 28(5): 135–137, 1991), it is a difficult topic for most students and they have many misconceptions on the topic (Sanger & Greenbowe, J Res Sci Teach 34(4): 377–398, 1997). Therefore, chemistry teachers need to have an effective technique to teach electrochemistry concepts. The purpose of this study is to investigate the effectiveness of problem-based learning (PBL) as a strategy to teach electrochemistry, especially as related to cell potential. This study adapted the quasi-experimental design and nonequivalent groups were used. Sixty-five students from pre-university were involved and divided into two groups: control and experimental groups consisting of 33 and 32 students, respectively. Students in the experimental group were trained on the PBL technique for several weeks, while students in the control group had their class as usual. Data was analyzed using descriptive statistics, percentage and inferential statistics, and independent t-test. Findings showed that the use of PBL positively affected the academic performance of the topic of cell potential in the treatment group compared with the control group. Therefore, it is suggested that PBL be used as an effective technique to teach difficult chemistry concepts.


Achievement Test Cell Potential Achievement Test Score Chemistry Curriculum Matriculation Student 
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Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.School of Educational StudiesUniversiti Sains MalaysiaGeorge TownMalaysia

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