Abstract

Students’ achievement in Biology is often looked up as a benchmark to evaluate the mode of teaching and learning in higher education. Problem-based learning (PBL) is an approach that focuses on students’ solving a problem through collaborative groups. There were eighty samples involved in this study. The samples were divided into three groups: ICT integrated with PBL group: a PBL group, and a lecture group. The PBL with Information and Communication Technology (ICT) group used a PBL module integrated with the following ICT elements: Microsoft Word template; Microsoft PowerPoint; electronic discussion group, and blog. Meanwhile the PBL group used the PBL module alongside log books and posters. The control group utilized the lecture method. All these groups went through four sessions of Biology. Before the beginning of session one and after the fourth session, an achievement test was given to all the students. Based on the analysis for MANOVA with repeated measure 3x2x2, the main effect for type of treatment, exam time and subscale was found significantly different. Additionally, the type of treatment interacts with exam time and subscale in contributing towards the achievement test scores. Overall, the findings suggested that the ICT integrated with PBL group was significant compared to the PBL group and control group. The ICT integrated with PBL group also performed significantly higher for the subjective scale.