{"id":321912,"date":"2016-11-01T03:00:00","date_gmt":"2016-11-01T00:00:00","guid":{"rendered":"https:\/\/www.fyysika.ee\/?guid=0200a460be7da713b7462e400311e95b"},"modified":"2016-11-01T03:00:00","modified_gmt":"2016-11-01T00:00:00","slug":"teaching-renewable-energy-using-online-pbl-in-investigating-its-effect-on-behaviour-towards-energyconservation-among-malaysian-students-anova-repeated-measures-approach-2","status":"publish","type":"post","link":"https:\/\/www.fyysika.ee\/?p=321912","title":{"rendered":"Teaching renewable energy using online PBL in investigating its effect on behaviour towards energy\r\nconservation among Malaysian students: ANOVA repeated measures approach"},"content":{"rendered":"<p>This research aimed to investigate whether online problem based learning (PBL) approach to teach<br \/>\nrenewable energy topic improves students\u2019 behaviour towards energy conservation. A renewable energy<br \/>\nonline problem based learning (REePBaL) instruction package was developed based on the theory of<br \/>\nconstructivism and adaptation of the online learning model. This study employed a single group<br \/>\nquasi-experimental design to ascertain the changed in students\u2019 behaviour towards energy<br \/>\nconservation after underwent the intervention. The study involved 48 secondary school students in a<br \/>\nMalaysian public school. ANOVA Repeated Measure technique was employed in order to compare scores of<br \/>\nstudents\u2019 behaviour towards energy conservation before and after the intervention. Based on the<br \/>\nfinding, students\u2019 behaviour towards energy conservation improved after the intervention.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>This research aimed to investigate whether online problem based learning (PBL) approach to teach<br \/>\nrenewable energy topic improves students\u2019 behaviour towards energy conservation. A renewable energy<br \/>\nonline problem based learning (REePBaL) instruction&#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[178],"tags":[],"class_list":{"0":"post-321912","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-rss-fuusikaharidus","7":"entry"},"_links":{"self":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/321912","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=321912"}],"version-history":[{"count":0,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/321912\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=321912"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=321912"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=321912"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}