Student Perceptions of Problem Based Learning in an Exercise Science Classroom

Abstract

Developing critical thinking and communication skills are vital in education. Problem Based Learning (PBL) is a student-centered pedagogy that facilitates learning through self-directed research and group collaboration, thus enhancing critical thinking and communication skills. Minimal research has been done on PBL in exercise science curricula. PURPOSE: To evaluate student perceptions of PBL in an undergraduate, exercise physiology course. METHODS: 73 (38 male, 35 female) students in an exercise physiology course completed a survey at the end of a semester assessing demographic variables (age, gender, GPA, class standing, semester length), and perceptions of PBL on critical thinking, communication, and learning (5-point Likert scale from 1=strongly disagree to 5=strongly agree). Descriptive data (mean±SD) and frequencies were analyzed for demographic and PBL perception variables. One-way ANOVA was used to assess differences in perception of PBL according to demographic factors. RESULTS: 97% of students agreed that PBL helped them develop new ways of reasoning, helped them see relationships between complex content, taught them how to think critically, and engaged them in the learning process; 94% agreed PBL encouraged them to think differently about content, enhanced their ability to work on a team and to make connections with students; 86% agreed PBL improved their ability to participate in group discussions; 90% agreed PBL improved their ability to write; 99% of students agreed that PBL improved their ability to find relevant information; 80% prefer PBL over traditional lecture. Mean scores for student perception ranged from 4.31 to 4.73. Students in a 15-week course perceived PBL to have a greater impact on writing (4.6±.06) compared to those in a 7-week course (4.1±0.6) (p=.013). No other significant relationships between demographic variables and PBL perceptions were found. CONCLUSIONS: Most students preferred PBL over traditional teaching methods and perceived PBL to enhance their ability to critically think and communicate. Perceptions remained similar regardless of gender, age, class standing, and GPA. Students perceived a 15-week course to be more effective for writing development. PBL appears to be an effective and desirable teaching approach in exercise science.