ABSTRACT
The study evaluated the effectiveness of the REFINE Instructional Approach versus the lecture method in improving Grade 8 Physics problem-solving skills using a quasi-experimental pretest-post test design. It was found that the pretest performance of learners in both the Lecture Method and REFINE Instructional Approach was Fairly Satisfactory. There was no significant difference in the pretest performance of learners between the two groups. The post-test performance of learners in the Lecture Method was Satisfactory, while the REFINE Instructional Approach achieved Very Satisfactory. There was a significant difference in the post-test performance between the two groups, with the REFINE Instructional Approach performing significantly better than the Lecture Method group. There was a significant improvement in the pretest and post-test scores of learners taught using the Lecture Method and REFINE Instructional Approach. There was a significant difference in the mean gain scores between the two groups, with the REFINE Instructional Approach group obtaining significantly higher gains than the Lecture Method group.
Keywords: Lecture Method, REFINE (Read, Examine, Frame, Identify, Navigate, Execute) Instructional Approach, Effects, Learners, Problem Solving Skills
INTRODUCTION
Problem-solving skills are essential 21st-century competencies that enable learners to identify problems, analyze situations, generate solutions, and evaluate outcomes. These higher-order cognitive skills allow students to apply knowledge in real-life contexts, making their development a key objective of modern educational curricula (Rahmaoui, 2023).
The growing demands of the global workforce have highlighted the need for students to develop problem-solving skills, enabling them to apply knowledge to real-world challenges. These skills not only enhance academic performance, especially in mathematics and science, but are also closely connected to critical thinking, creativity, and collaboration, which are essential for lifelong learning (Sinaga et al., 2023).
Despite their importance, many students still struggle to develop effective problem-solving skills. Research indicates that learners often face difficulties in applying appropriate strategies, organizing information, and reflecting on their solutions (Satidgosol & Art-in, 2024; Sauro, 2024). These challenges highlight the need for instructional approaches that actively engage learners in problem-solving processes.
The lecture method can support the development of problem-solving skills by providing structured knowledge and foundational understanding, especially when combined with clear explanations, demonstrations, and guided examples. However, while effective for initial learning, lectures are generally less effective than active learning approaches for developing higher-order problem-solving skills, though they can still enhance conceptual understanding when paired with guided instruction (Luke et al., 2021; Ridwan et al., 2021; Ssemugenyi, 2023).
The REFINE instructional approach can be an effective method to improve learners’ problem-solving skills because it provides a structured and systematic framework for tackling problems. By guiding learners to Read the problem carefully, Examine key details, Frame or illustrate the situation, Identify the Given and Asked, Navigate the appropriate formula, and Execute the solution, the approach helps students break down complex problems into manageable steps. This not only strengthens their analytical and critical thinking abilities but also promotes accuracy, logical reasoning, and confidence in solving problems. Research suggests that structured problem-solving frameworks like REFINE enhance learners’ ability to apply concepts systematically and improve overall problem-solving performance (Alturki & Aldraiweesh, 2023; Ridwan et al., 2021).
While the lecture method has traditionally been used to deliver structured knowledge and build foundational understanding, its effectiveness in developing higher-order problem-solving skills may be limited compared to more interactive approaches (Luke et al., 2021; Ssemugenyi, 2023). On the other hand, structured instructional frameworks such as the REFINE approach provide learners with a systematic method to analyze, plan, and execute solutions, promoting analytical thinking, accuracy, and confidence in problem-solving (Alturki & Aldraiweesh, 2023; Ridwan et al., 2021). Given these considerations, the researcher seeks to investigate which of the two instructional strategies—traditional lecture or the REFINE approach—better enhances learners’ problem-solving skills. Therefore, this study is conducted to compare the effectiveness of the lecture method and the REFINE instructional approach in improving students’ ability to solve problems.
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