Abstract
The researcher designed a quasi-experiment at a public university to evaluate how problem-based learning, prior ability and demographic factors influenced student scores on the standardised exam major field test for business. The participants were 135 senior students graduating from a Bachelor of Science in Business Administration programme. Descriptive statistics, validity tests, correlation, chi square goodness of fit, best subsets regression, general linear model regression, and analysis of covariance were applied to test the hypotheses that SAT, GPA, gender and pedagogy influenced exam score. A new finding was that applying problem-based learning improved standardised exam scores.
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