Problem-based Learning in Macroeconomics at Tertiary Level in Trinidad and Tobago: Students Speak Out

Abstract

This paper presents the perspectives of sixteen undergraduates at a tertiary institution in Trinidad and Tobago called Sunshine University. The undergraduates studied Macroeconomics and used the Problem-Based Learning (PBL) approach for the first time. It is important to note that they were very eager and excited about learning through the use of the PBL strategy. In addition, they were quite willing to deviate from the traditional instructional method to experience the PBL. The literature within the local context, clearly indicated that there is a paucity of information pertaining to the perspectives of undergraduates who study Macroeconomics, using the PBL approach at Sunshine University. Thus, their voices and opinions about their personal experiences are of paramount significance since they can be a catalyst for the proper creation of policy and implementation of PBL in Trinidad and Tobago. Furthermore, their voices and opinions answer the research question: What are the perspectives of students who use Problem-Based Learning in the study of Macroeconomics at Sunshine University? Consequently, an action research which used a case study was conducted to adequately ascertain their perspectives. This action research involved semi-structured interviews with four focus groups. Data were collected, collated, analyzed and narrated using two basic themes. They are: PBL motivates learners and PBL facilitates self-directed learners. Recommendations strongly advocating student-centered strategies were also offered.