Improving Cognitive Engagement and Achievement in Biology through PBL: A Mixed Methods Exploration

Abstract

This study investigates the impact of Problem-Based Learning (PBL) on enhancing student understanding of high school biology, specifically focusing on the topic of biodiversity. This research is grounded in constructivist and inquirybased pedagogical theory, addressing common issues of low engagement and underachievement in biology classrooms. As Maldivian schools transition toward more active learning paradigms, this study offers timely insight into how studentcentered strategies such as PBL might improve both comprehension and motivation. A mixed methods approach was used, involving a single Grade 12 student selected through purposive sampling. Quantitative data were gathered using pre- and posttests to measure changes in conceptual understanding and engagement. Qualitative data emerged from interviews, reflective discussions, and analysis of student work. The results showed improved student performance, with a 20% increase in posttest scores. The participant demonstrated an enhanced ability to apply biological concepts in unfamiliar contexts. Beyond academic gains, the PBL strategy also fostered metacognitive skills, critical thinking, and development of transferable skills. Student reflections highlighted increased engagement and a deeper connection to the learning process. Despite the single-subject scope and limited sample size, the findings provide compelling evidence supporting the effectiveness of PBL in promoting meaningful, student-centered learning in biology classrooms. The study suggests broader implementation of PBL in Maldivian classrooms and contributes to the literature advocating innovative, inquiry-based approaches in science instruction.