The effect of Mobile problem-based learning application DicScience PBL on students' critical thinking

Abstract

The lack of applications using a more challenging approach, involving active learning as well as student-centred and problem-centred learning, can be seen in the existing mobile applications. Thus, this paper focused on the way the Problem Based Learning (PBL) environment was integrated into the design and development process of mobile apps for learning scientific terms. The app was tested by Form 2 students to find its effect on students’ critical thinking and explore how the app helps them to think critically. The findings showed that the app had a positive effect on the students’ critical thinking. Analysis of the t-test found a significant difference (p = 0.000, t(35) = 15.072, α < 0.05) between the pre-test score (mean = 7.20, SD = 3.791) and the post-test score (M = 29.97, SD = 7.578). Data from qualitative analysis also identified four features in this app that can help students improve their critical thinking skills. The findings also showed that there were seven processes involved in the development of students’ critical thinking during the intervention. This study contributes a mobile problem-based critical thinking framework in learning science. In addition, the framework is expected to offer guidance in science subjects to promote critical thinking among students.