A comparison of problem-based and didactic learning pedagogies on an electronics engineering course

Abstract

This paper presents an evaluation of a problem-based learning methodology versus a more traditional laboratory-based approach to teaching tutorials for electronics modules in undergraduate engineering classes at the University of Limerick, Ireland. First-hand qualitative and quantitative comparative feedback from students is assessed for the same module across successive cohorts using both learning pedagogies. The analysis suggests that a problem-based learning methodology offers significant benefits in an electronic engineering setting when compared with a more traditional didactic method.