The Effect of Online Project-Based Learning on Students’ Attitudes towards Renewable Energy

This study examined the effect of online project-based learning (e-PBL) on Form Four science students’ attitudes towards renewable energy (RE). The study applied a quasi-experimental method with “A Design Group Pre- and Post-Test” The sample experimental group consisted of 48 Form Four students who received the e-PBL treatment. The impact of e-PBL on the students’ attitudes towards RE was measured three times with a pre-test, post-test and follow-up test. Repeated measures analysis of variances (ANOVA) were used for quantitative data analysis. The findings indicate that the use of e-PBL had a significant impact on improving students’ attitudes towards RE. The content analyses of e-PBL’s impact on the synchrony and asynchrony of online communication show that students are more comfortable using the social interaction sites that are provided through e-PBL to more flexibly perform collaborative group work outside of school hours. Students also acquired new learning experiences and were able to share information about RE issues. This study suggests that project-based learning for RE study is suitable for online implementation because students can more easily interact without the limitations of time and space.