Comparing Learners’ Perception Gap on PBL Applied ‘Global Citizenship Course’

Abstract

Objectives This study intends to investigate the perception gap on problem based learning (PBL) applied global citizenship course. Specifically, it compares two groups of learners with different majors, health science and engineering.
 Methods For analysis, Q-methodology was employed, which is useful for exploring people’s subjectivity on a specific subject. Particularly, this method was useful in this research for analyzing and comparing how different or similar perspectives learners had on PBL applied global citizenship course, and further being able to provide deeper insights into the future PBL applied class.
 Results The total of 30 statements was selected and 54 respondents, 27 in each group, participating in the PBL applied global citizenship course at K University, expressed their perspectives on the statements. Based on the results of the factor analysis using PQ-Method, three distinctive types in each group appeared to be significant: ‘Teamwork & Learning Materials Centered,’ ‘Motivation & Interest Centered,’ and ‘Confidence & Teamwork Centered’ in the group A; ‘Learning Materials & Textbook Centered,’ ‘Familiarity & Learning Process Centered,’ and ‘Familiarity & Individual Task Centered’ in the group B. Even though there is no statement both groups agreed or disagreed with, considering the distinctive types from the results and important points to be considered in PBL applied global citizenship course, there were implications: motivation or confidence, teamwork and learning materials.
 Conclusions The findings of this research can be meaningful in identifying different attitudes towards PBL applied global citizenship class. Furthermore, it can contribute to providing right directions for the future PBL applied global citizenship course.