Abstract
Problem-based learning (PBL) is a self-directed learning strategy where students work collaboratively in small groups to investigate open-ended relatable case scenarios. Students develop transferable skills that can be applied across disciplines, such as collaboration, problem-solving and critical thinking. Despite the extensive research on problem-based learning, an examination of variables that affect student engagement through the implementation of PBL is lacking (Savin-Baden, 2014; 2016). Our research question examined student motivation during problem-based learning implementation in an undergraduate anthropology course (N = 49) with students with diverse subject matter experience and no previous exposure to active learning. Student motivation was examined through surveys, peer-evaluations, and self-reflection exercises. The results showed that student motivation was higher in students with more subject matter experience at the beginning of the course. During the course, motivation decreased in relation to subject matter experience, but by the end of the course the majority of students (76.7%) increased their motivation toward problem-based learning. Based on their subject matter experience, we were surprised that a particular subset of students had low motivation at the end of the course (78%). We discuss some challenges of implementing problem-based learning in a traditional curriculum, and provide suggestions to successfully implement PBL for diverse student populations.
Highlights
Even though student engagement is a key component of Problem-based learning (PBL) (Allen et al, 2011; Savin-Baden, 2014, 2016), there has been little to no examination of student engagement in PBL studies
We focused on student motivation during the implementation of PBL as part of a larger ongoing project investigating different active learning initiatives in a technologically innovative classroom at the University of Toronto Mississauga
In the mid-course critical reflections, the high motivation of the specialists had substantially decreased (Figure 1). These forensic specialists stated time management as their greatest weakness in relation to the course. They felt that they did not have enough instructor guidance to properly “solve” the problem, but they did recognize that PBL groups forced them to collaborate with peers and take more responsibility for their own learning
Summary
Problem-based learning (PBL) is a self-directed learning strategy where students work collaboratively in small groups to investigate open-ended relatable case scenarios. S tudies in the health sciences have found that problem-based learning (PBL) increases student motivation and engagement in course material over traditional lecture formats (Albanese & Mitchell, 1993; Murray & Summerlee, 2007; Prosser & Sze, 2014). Most of these studies focus on learning outcome assessments using meta-analysis (Albanese & Mitchell, 1993; Gijibels, Dochy, Van den Bossche, & Segers, 2005; Strobel & van Barneveld, 2009; Vernon & Blake, 1993) These studies have had mixed results especially in the ability of PBL to improve student retention of content for a particular course, most studies found an improvement in clinical reasoning and long-term skill retention (Gijibels et al, 2005; Vernon & Blake, 1993). 2014; Radovan & Makovec, 2015)
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