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Attitude towards science has been one of the most crucial research topics pursued by scientists for decades since there is a decrease in students majoring in science and technology (Bicer & Lee, 2019; Halim et al., 2018). This decline has negatively affected countries’ and societies’ endeavors towards economic and societal development in an era based on accelerated knowledge in science, technology, and mathematics (Evans et al., 2020). Thus, the pursuit of developing more positive attitudes towards learning science is seen as a crucial goal of science education systems worldwide to invest in science and pursue its related careers (Toma et al., 2019). Otherwise, the continuous supply of qualified professionals in science and technology disciplines will face a severe threat (Galama & Hosek, 2008). Arab countries have made great efforts to support students’ engagement in science. However, it is still falling behind other world regions in the enrollment ratio in the scientific disciplines (UNDP/RBAS, 2014). In addition to the graduates’ weakness in terms of competencies and skills, they need to lead, compete, and excel in the age of science and technology (Dagher & BouJaoude 2011). In Jordan, where the country launched ambitious, comprehensive educational reform projects in science education over the past decades, recent studies have been shown a modest level of student enrollment in science and technology courses at higher education (Assaad et al., 2018; Bicer & Lee, 2019). The ratio of students in middle and high school level who do not prefer scientific subjects has increased (UNESCO, 2015). Moreover, the low performance of Jordanian students in the global ranking of science (i.e., TIMMS and PISA) (Martin et al., 2016; OECD, 2014, 2018) has become a concern shared by planners and decision-makers. This is a significant disappointment in Jordan as it has believed that these reformation efforts could produce scientifically innovative and qualified cadres as serve as an investment in its scientific sector in light of the country’s lack of natural resources (Al-shboul, 2012; Al Jabery & Zumberg, 2008), which forces it to rely on international aid, particularly from the World Bank. Wael Musalamani, Ruhizan Mohammad Yasin, Kamisah Osman National University of Malaysia (UKM), Malaysia Abstract. This study examined the effect of the SB-CPBL on Jordanian 8th-grade students’ attitude towards science. A quantitative quasi-experimental design with a non-equivalent control group was employed in this study. 120 8th-graders, divided into two groups, were involved in this study. Two groups (60 students, 30 males, and 30 females) were designated as the experimental group; they used the SB-CPBL module for six weeks, while two groups (60 students, 30 males, and 30 females) were designated as the control group and taught conventionally. The validity and reliability of the measurements used, comprising four sub-scales with 40-items, were already robust. The statistical comparison between the groups showed a significant improvement in the SB-CPBL students’ attitudes towards learning science compared with their conventionally-taught counterparts. The findings also confirmed the insignificant effects of gender vis-à-vis attitudes towards science. The results concluded the effectiveness of SB-CPBL approach in improving students’ attitudes towards science in school settings.

COMPARISON OF SCHOOL BASED-COOPERATIVE PROBLEM BASED LEARNING (SB-CPBL) AND CONVENTIONAL TEACHING ON STUDENTS’ ATTITUDES TOWARDS SCIENCE