Method Integrated Problem-Based Learning (PBL) with Students’ Academic Achievement in Economics Education

Abstract

Problem-Based Learning (PBL) aims, among other things, to increase students’ active learning and decrease their experience of passive learning which occurs in lectures. The focus of this study is on PBL methodology and academic achievement; this is because academic achievement is a core learning process and it also involves a problem solving process. This study employed a quasi-experimental design, where 45 students undertaking a B. Ed (Economics) were randomly assigned to the experimental (n = 23) and control groups (n = 22). The former were instructed using the PBL method while the control group used the traditional learning method. The study focused on comparisons between the PBL and traditional learning groups in respect of their Academic Achievement Test (AAT), a series of one-way between groups analysis of covariance (ANCOVA) tests, where pre-AAT was used as a covariate when looking at differences between the PBL and TL groups in mid- and post-AAT. For the effects of PBL on students’ academic achievement as measured by an instrument, the AAT showed at baseline no differences exist between two groups. At mid-intervention and post-intervention test the PBL method yielded significantly higher Achievement scores, therefore indicating better students’ academic achievement. It concluded the finding of the study supported the positive effects of PBL toward students’ performance in Economics Education in Malaysia. The students and lecturer also have a positive preferences and perceptions toward the PBL implementation.