Problem-based learning for introductory psychology: Preliminary supporting evidence.

Abstract

Problem-based learning (PBL) is a pedagogy designed to facilitate the development of critical thinking skills and promote student course engagement, yet it appears to be underutilized within psychology courses. The current study evaluated the impact of using a problem-based learning (PBL) approach within a small introductory psychology class on students’ critical thinking and course engagement. A total of 74 undergraduate students (38 experimental, 36 control) participated in the study. Students completed questionnaires assessing critical thinking and course engagement at the start (experimental only) and conclusion (both experimental and controls) of the semester. Repeated measures analyses revealed that students in the PBL introductory psychology course showed significant improvements on critical thinking and engagement from the beginning to the end of the course. Group comparisons at the end of the semester showed that students in the PBL course reported higher critical thinking skills, behavioral engagement, and global course engagement relative to the control students. It appears PBL may be an effective method for use within introductory courses to begin developing critical thinking skills and promoting student engagement in learning. Implications for teaching introductory psychology with PBL are discussed.