Students’ Perceptions of the School-Based Cooperative Problem-Based Learning (SB-CPBL): A Qualitative Study of Jordanian Middle School Science Students
This qualitative phenomenological study aimed to explore middle school students’ perceptions of using the school-based cooperative problem-based learning (SB-CPBL) approach in learning science. The study examined how SB-CPBL differs from the students’ usual learning, how the new approach affects the...
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2025-06-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440251338344 |
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| author | Wael Musalamani Ruhizan Mohammad Yasin Kamisah Osman |
| author_facet | Wael Musalamani Ruhizan Mohammad Yasin Kamisah Osman |
| author_sort | Wael Musalamani |
| collection | DOAJ |
| description | This qualitative phenomenological study aimed to explore middle school students’ perceptions of using the school-based cooperative problem-based learning (SB-CPBL) approach in learning science. The study examined how SB-CPBL differs from the students’ usual learning, how the new approach affects their learning process and the main challenges of learning via SB-CPBL. The study identifies key patterns in students’ perceptions of SB-CPBL in science learning. The study sample consisted of two sections of eighth-grade students, comprising 28 males and 32 females, totaling 60 students aged 14 to 15 years from a middle school in Jordan. The study conducted semi-structured group interviews with each gender class using their native language (Arabic), and semi-structured individual interviews with the teacher and students. Findings indicated that, by the final stage, students perceived SB-CPBL as enjoyable, engaging, and stimulating for critical thinking. However, students initially expressed some negative perceptions and anxiety, particularly regarding adapting to the new learning structure and collaborative problem-solving expectations. |
| format | Article |
| id | doaj-art-48e241fb616a445797c3f5b7a984938b |
| institution | Kabale University |
| issn | 2158-2440 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj-art-48e241fb616a445797c3f5b7a984938b2025-08-20T03:47:13ZengSAGE PublishingSAGE Open2158-24402025-06-011510.1177/21582440251338344Students’ Perceptions of the School-Based Cooperative Problem-Based Learning (SB-CPBL): A Qualitative Study of Jordanian Middle School Science StudentsWael Musalamani0Ruhizan Mohammad Yasin1Kamisah Osman2National University of Malaysia (UKM), UKM Bangi, Selangor, MalaysiaNational University of Malaysia (UKM), UKM Bangi, Selangor, MalaysiaNational University of Malaysia (UKM), UKM Bangi, Selangor, MalaysiaThis qualitative phenomenological study aimed to explore middle school students’ perceptions of using the school-based cooperative problem-based learning (SB-CPBL) approach in learning science. The study examined how SB-CPBL differs from the students’ usual learning, how the new approach affects their learning process and the main challenges of learning via SB-CPBL. The study identifies key patterns in students’ perceptions of SB-CPBL in science learning. The study sample consisted of two sections of eighth-grade students, comprising 28 males and 32 females, totaling 60 students aged 14 to 15 years from a middle school in Jordan. The study conducted semi-structured group interviews with each gender class using their native language (Arabic), and semi-structured individual interviews with the teacher and students. Findings indicated that, by the final stage, students perceived SB-CPBL as enjoyable, engaging, and stimulating for critical thinking. However, students initially expressed some negative perceptions and anxiety, particularly regarding adapting to the new learning structure and collaborative problem-solving expectations.https://doi.org/10.1177/21582440251338344 |
| spellingShingle | Wael Musalamani Ruhizan Mohammad Yasin Kamisah Osman Students’ Perceptions of the School-Based Cooperative Problem-Based Learning (SB-CPBL): A Qualitative Study of Jordanian Middle School Science Students SAGE Open |
| title | Students’ Perceptions of the School-Based Cooperative Problem-Based Learning (SB-CPBL): A Qualitative Study of Jordanian Middle School Science Students |
| title_full | Students’ Perceptions of the School-Based Cooperative Problem-Based Learning (SB-CPBL): A Qualitative Study of Jordanian Middle School Science Students |
| title_fullStr | Students’ Perceptions of the School-Based Cooperative Problem-Based Learning (SB-CPBL): A Qualitative Study of Jordanian Middle School Science Students |
| title_full_unstemmed | Students’ Perceptions of the School-Based Cooperative Problem-Based Learning (SB-CPBL): A Qualitative Study of Jordanian Middle School Science Students |
| title_short | Students’ Perceptions of the School-Based Cooperative Problem-Based Learning (SB-CPBL): A Qualitative Study of Jordanian Middle School Science Students |
| title_sort | students perceptions of the school based cooperative problem based learning sb cpbl a qualitative study of jordanian middle school science students |
| url | https://doi.org/10.1177/21582440251338344 |
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