The Impact of Spatial Problem-Based Learning (SPBL) Strategy in Teaching Geography on Developing Problem-Solving Skills: A Case Study on Drought and Water Scarcity in Taza, Morocco

Abstract

This study investigates the effectiveness of the Spatial Problem-Based Learning (SPBL) strategy in enhancing problem-solving skills among first-year Baccalaureate science students compared to the traditional problem-solving approach. It also explores the integration of geography education with local environmental issues, such as drought and water scarcity, to raise students' environmental awareness.

   Using a quasi-experimental design, the study involved two groups of secondary students in Taza, Morocco. The experimental group (33 students) engaged in SPBL activities, while the control group (34 students) followed the traditional approach. Data collection relied on performance assessment rubric and a learner perception survey.

  The study reached a set of findings, most notably:1) The effectiveness of the SPBL strategy in developing problem-solving skills among geography learners, 2) The experimental group outperformed the control group in performance indicators related to problem-solving, 3) Some learners faced difficulties adapting to the new approach, which requires providing additional support to better integrate them, 4) The null hypothesis was rejected, and the alternative hypothesis confirming the superiority of the SPBL strategy was validated.

   The study recommends expanding the use of this strategy in teaching geography, providing training programs for teachers to ensure its effective implementation, revising curricula to incorporate real environmental issues, encouraging research and exploration to enhance problem-solving skills, and conducting continuous evaluation studies to measure the impact of SPBL on learners’ motivation.