Problem-based learning (PBL) as a pedagogical approach which uses problem solving as a basis for student learning has been widely used in a variety of different disciplines. Although a large number of research studies have been conducted in order to investigate the value of PBL, there is still a debate about its effectiveness. Several analyses have been conducted to identify effectiveness of PBL in comparison to conventional forms of teaching and instruction.  

Although many researches define PBL in the same way, many studies are not consistent in defining and measuring the effectiveness of learning. This paper focuses on presenting the results of the research – increased student’s self-efficiency by implementation and use of PBL in Nazarbayev Intellectual School in Taraz, Kazakhstan. 

Our research question: How to identify and justify problem based learning in order to increase the student’s self-efficiency? This study is aimed atsynthesizing an innovative method of data processing which allows evaluating self-efficiency by introduction of problem-based learning in high school biology class. The study is based on conceptual ideas of Bandura (1991), Davydov (1996) and Vygotsky (1935).

Through the implementation and use of PBL students were able to improve their self-efficiency. More than 95% of all students noted the need for lessons with the use of problem-based learning, which provide them opportunities to acquire now knowledge independently; achieve learning objectives, efficiently work in a team, develop critical thinking and public speaking skills, develop the skills of synthesis and analysis in systematization of their work and generally improve the quality of their knowledge. PBL also allowed the change in the roles of teachers and students, now teachers act as observers and facilitators of student’s learning.

Studying the self-efficiency of students through the introduction of problem-based learning changed the vision of the educational process for teachers and students. Results showed that introducing the PBL method even in teaching high school students has the following benefits: more than 50% of students have demonstrated advanced skills in self-determining purpose of their learning, defining steps towards their achievements and designing the route to success in the context of a series of lessons. The research concludes by drawing together the lessons learned which will inform educators who seek to design and develop learning scenarios using this method.

For school teachers the implementation of problem-based learning has become one of the ways of updating the content of the educational process. Analysis of the results of formative and summative assessments allowed teachers to change their approach to teaching and learning. This study has also shown that 20% of school teachers in Nazarbayev Intellectual schools actively use problem-based learning, and keep track of changes in students’ achievement.

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