Abstract
This study, undertaken at the Walter Sisulu University of Technology (WSU) in South Africa, describes how problem-based learning (PBL) affects the first year ‘analog electronics course’, when PBL and the lecturing mode is compared. Problems were designed to match real-life situations. Data between the experimental group and the control group that related to attitudinal effect; the amount of reflection and learning outcome effects, were compared. A strong correlation was found between the students’ attitudes and project marks for those who used the problem-based learning method. It was found that students who followed the PBL method learned to do research, learned better how to work in groups and developed greater confidence. Also what they learned was more of a practical value and they had more positive attitudes and reflected more, but there were no significant improvements in their learning. This research is in response to the real need to address gaps between employer expectations and higher education outcomes in South Africa.
Highlights
T raditionally, engineering students have to do laboratory experiments as part of the curriculum and they should be able to apply their knowledge
It is hypothesized that the overall attitude towards the learning required to design electronic circuits will be more positive among students who participate in problem-based learning (PBL) activities compared to those in the lecturing mode
It is hypothesized that the level of near transfer skills and the retention knowledge will be higher among students who participate in PBL activities compared to those in the lecturing mode. (Far transfer skills will not be tested during this study.)
Summary
T raditionally, engineering students have to do laboratory (lab) experiments as part of the curriculum and they should be able to apply their knowledge. According to Case (2011), students in the lecturing mode who followed the traditional instruction are graduating with a good knowledge of fundamental engineering science and computer literacy, but they do not know how to apply that in practice. According to Erasmus, Loedolff, Mda, and Nel (2006), young people are unemployed or lack entrepreneurship due to a lack of specialized skills. Some of those skills are identified by Bethlehem (1997) as ‘communication skills’, ‘decision-making skills’, ‘analytical skills’, teamwork skills, ‘well-practised leadership skills’ and ‘good interpersonal skills’. Many students at WSU struggle to design an electronic project of reasonable proportion in a final year programme under the label ‘Design Projects 3’ due to a lack of application of knowledge
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