Impact Of Problem-based Learning Research Articles

The impact of problem-based learning on motivation and mathematics outcome for sixth-grade students

Numerous studies have demonstrated that the implementation of problem-based learning (PBL) can enhance student motivation and learning outcomes. However, the integration of contextual media in these instructional activities remains limited. This research aims to investigate the impact of using PBL with contextual media on student outcomes, compare the differences in mathematics achievement between students taught through PBL with contextual media and those taught through conventional methods, and assess variations in student motivation between these two instructional approaches. A quasi-experimental design with a non-equivalent pretest-posttest control group was employed in this study. The participants consisted of 60 sixth-grade students, divided into an experimental group (taught using PBL with contextual media) and a control group (taught using conventional methods). Data were collected through learning motivation questionnaires and objective mathematics tests, with data analysis conducted using normalized gain scores (N-Gain) and t-tests. The results indicated significant improvements in student outcomes when taught using PBL with contextual media. Additionally, there was a marked difference in mathematics achievement between the experimental and control groups, as well as differences in student motivation between the two instructional methods. These findings suggest that implementing PBL with contextual media presents a promising strategy for enhancing both student motivation and mathematics learning outcomes.

Innovative Strategies in Math Education: The Impact of PBL and TaRL on Concept Mastery and Classroom Dynamics

In scrutinizing the amalgamation of Problem-Based Learning (PBL) and Teaching at the Right Level (TaRL) approach within mathematics pedagogy, extant scholarship scarcely offers a holistic evaluation of their synergistic efficacy. Prior research predominantly accentuates scholastic outcomes, frequently neglecting the ramifications of these models on classroom dynamics, including the nuances of student-teacher interactions and student engagement and participation levels. This study probes the integration of PBL and TaRL models to augment students' comprehension of mathematical principles, employing a mixed-methods research design encompassing qualitative and quantitative methodologies. The investigation centered on seventh-grade students in junior high school, utilizing test instruments to evaluate mathematical comprehension and observational protocols to document student and teacher engagement for enriched insights. Comprehensive qualitative and quantitative data analyses were executed. The findings disclosed significant advancements in students' grasp of mathematical concepts, with observations revealing heightened student engagement and more favorable teacher-student interactions. Statistical analyses evidenced substantial disparities between pre-test and post-test scores (p < 0.05). The results proffer recommendations and pragmatic implications for enhancing mathematics education, underscoring the imperative for teacher professional development in deploying this integrative pedagogical model to elevate the quality of mathematics instruction at the secondary school echelon.

The Impact of Problem-Based Learning (PBL) Vs Conventional Teaching Method on Undergraduate Students' Attitude towards Schizophrenia: A Comparative Approach

Attitudes towards Schizophrenia is a major concern and determinant of quality of mental health care. Given that nursing students are future health care providers, it is pivotal to improve their attitudes towards individuals with Schizophrenia prior to their transition into clinical practice. Problem Based Learning (PBL) is an instructional method for active learning for nursing students to understand the concept, improve the critical thinking, develop problem solving skills and shape their attitude towards Schizophrenia. This study was aimed to compare the impact of Problem Based Learning (PBL) Vs Conventional Teaching Method (CTM) on Undergraduates Nursing Students’ Attitude towards Schizophrenia. Chennai.

Students’ performance, attitude, and classroom observation data to assess the effect of problem-based learning approach supplemented by YouTube videos in Ugandan classroom

In response to global demands, Uganda’s Vision 2040 seeks to transform the country into a modern and prosperous nation by implementing Sustainable Development Goal (SDG) 4, focusing on equitable and quality education. The 21st-century workforce requires individuals who can effectively navigate complex workplace challenges. This dataset was gathered from Form-2 Ugandan secondary school students (aged 12 to 15) across 12 schools in the Sheema District. The dataset comprises three types of data: students’ performance in a physics topic (simple machines), their attitudes toward problem-solving and critical thinking when learning physics using Problem-Based Learning (PBL) supplemented by YouTube videos, and classroom observations documented with the reformed teaching observational protocol (RTOP). The intervention of teaching using PBL was executed in 2022, collecting data from 973 lower secondary school students. The intervention involved three approaches: one group (144 students) received PBL along with YouTube videos, another group of 482 students received PBL alone, and a third group (347 students) was taught using the traditional method. This data article explains the study’s data creation, collection, and analysis process. The dataset holds significance for secondary school teachers, policymakers, and researchers, offering insights into the impact of PBL with and without ICT resources on learning physics and students’ attitudes toward these learner-centered approaches.

General Problem-solving Skills Can be Enhanced by Short-time Use of Problem-Based Learning (PBL)

Future students are confronted with a complex world that demands the ability to solve problems in unstructured, undefined, and unfamiliar situations. The aim of the present study was to investigate the development of problem-solving skills through the implementation of Problem-Based Learning (PBL). While previous research has primarily focused on content-related and long-term measurements when examining the effects of PBL, this study took a different approach by exploring the general increase in problem-solving skills resulting from PBL. The sample consisted of 90 second-semester students who were assessed at three different time points using three subscales of the Wilde-Intelligenz-Test I & II: analogies (AL), letter series (BR) and numerical series (ZN). The findings revealed a significant improvement in general problem-solving abilities within the PBL group. These results provide valuable insights into the impact of PBL on the development of general problem-solving skills, even within a domain-independent and short-term context. Lecturers are encouraged to consider implementing PBL in their study programs, as it equips graduates with the necessary skills to tackle the challenges of today’s dynamic and constantly changing world.

The impact of problem-based learning and metacognition on solving environmental pollution issues

The lecture technique still dominates in biology education, and there are not enough hands-on, interactive, creative, and problem-solving learning activities to encourage students to apply their problem-solving skills. The purpose of this study is to examine how the problem-based learning (PBL) model and students' metacognition skills affect their ability to solve environmental pollution issues. A total of 60 X MIPA students from SMA Muhammadiyah 16 Jakarta comprised the total sample of the research, collected using the quasi-experimental approach. For the study, two groups were utilized: the experimental group (X MIPA 1) and the control group (X MIPA 2). A 2 x 2 factorial design with a pretest-posttest control group was employed for the investigation. The instruments used in the study were classified as tests or non-tests. The test instrument is an essay designed to collect data on problem-solving ability and metacognition ability, while the non-test instruments are student worksheets that refer to the PBL stage, and the observation sheet is designed for instructors and students. Data analysis using ANCOVA with a significance level of 0.000 < α = 0.05 indicates that H0 was rejected. The interaction between the PBL learning model and students' metacognition skills also has an impact on their capacity to address environmental pollution-related issues.

Innovative solutions for language growth: the impact of problem-based learning via DingTalk on Chinese undergraduates' business vocabulary amid COVID-19.

Amidst the COVID-19, which has necessitated the widespread use of distant learning, there has been a notable increase in the recognition and utilization of inventive pedagogical methods and technological tools in the field of language teaching. The primary objective of this research is to assess the effects of DingTalk-based PBL on the business vocabulary growth of Chinese undergraduates during the pandemic, with a particular focus on remote learning environments. This mixed-methods research employed a sample of 58 participants. The study involved both quantitative vocabulary assessments and qualitative interviews. The quantitative assessments aimed to measure the impact on vocabulary scores, while qualitative interviews were conducted to gather insights into participants' experiences and perceptions regarding DingTalk-based PBL. The quantitative assessment revealed a significant improvement in business vocabulary scores among the participants who underwent DingTalk-based PBL. This result indicates the platform's potential to enhance language acquisition. The qualitative interviews provided further insights, with participants expressing positive attitudes toward DingTalk-based PBL. They emphasized its capacity to sustain engagement, foster collaboration, and bridge the gap between remote learning and effective language acquisition. These findings underscore the transformative potential of DingTalk-based PBL in language education, especially in the context of challenges posed by the pandemic. While recognizing the constraints of this study, such as its limited duration and restricted contextual applicability, the research encourages further investigation into sustainable vocabulary expansion, the development of multifaceted language abilities, and the integration of these platforms into emerging hybrid educational frameworks. This study makes a valuable contribution to the ongoing discourse regarding novel technology-based methods in language instruction, providing relevant insights applicable to both present and future educational contexts.

The Impact of Problem-Based Learning on Learning Outcomes Using the Effect Size Calculator for T-Test

Various kinds of research that has been conducted on the effect of problem-based learning on learning outcomes have varied and sometimes conflicting outputs, so it is necessary to carry out a meta-analysis. This article presents a meta-analysis regarding the impact of problem-based learning in improving student learning outcomes. This type of research is based on the source of meta-analysis in the form of experimental or quasi-experimental and observational research with a quantitative approach. Data analysis was seen from the effect size using a calculator for t-test. The subjects in the research are studies that are collected in the form of articles related to the purpose of the research. The results of the analysis of 26 article sources, obtained an average effect size of around 0.79 in the medium category. Problem-based learning is indeed effective in improving student learning outcomes. The implication of doing meta-analysis is to be able to find out more accurately about problem-based learning approaches that are effective in improving student learning outcomes as well as useful information for policy makers in the field of education.

문제기반학습 수업이 협동적 문제해결 및 의사소통 능력 개발에 미치는 영향

This study aimed to investigate the impact of problem-based learning on students' collaborative problem-solving and communication skills. Conducted from September 2022 to December 2022, the research involved university-level students enrolled in a general English course. Participants were divided into an experimental group, receiving problem-based learning instruction, and a control group, receiving traditional instructional methods. The study measured collaborative problem-solving and communication skills and compared the differences between the two groups. Results indicated significant differences in collaborative problem-solving ability (M = 19.67) and communication skills (M = 86.88) for the experimental group. These findings emphasize the value of implementing problem-based learning in educational settings to enhance students' collaborative problem-solving and communication skills, potentially leading to improved academic achievement and social competence.

The Impact of Problem-Based Learning on Students’ Achievement in Mechanical Waves in Secondary Schools

The Impact of Problem-Based Learning on Students’ Achievement in Mechanical Waves in Secondary Schools

The Impact of Problem-based Learning and Reading Stories on the Development of Moroccan Middle School Students’ Critical Thinking Skills

This research aims to investigate the effectiveness of problem-based learning and reading stories on students’ critical thinking skills in Moroccan middle high schools. This paper employed a quasi-experimental pre-test post-test study design. The sample of the study was two groups consisting of 50 students aged between 14 and 15 years old at the 9th grade Tazi middle high school in Casablanca, Morocco. The participants were divided into an experimental group (N=25) that received the treatment study using a problem-based strategy and Black Beauty story by Anna Sewell level 3 mm. publications and a control group (N=25) that took normal classes. The researcher used a critical thinking test as an instrument and a T-test for the analysis. The findings, which have been quantitatively analysed, revealed a significant difference between the experimental and the control group (sig <0.05); it showed that the experimental group participants got higher thinking skills grades. Overall, we conclude that problem-based learning and reading stories influenced critical thinking skills positively.

Outcomes of problem-based learning in nurse education: A systematic review and meta-analysis

ObjectiveTo investigate the effectiveness of problem-based learning (PBL) in nursing students, including recently reported trials. DesignMeta-analysis was performed to obtain summary conclusions on the influence of PBL on nursing students' learning outcomes. Data sourcesAcademic Search Complete, CINAHL, Cochrane Library, EMBASE, MEDLINE, PubMed, and Web of Science were searched for relevant studies from the period between database inception and March 3, 2022. Review methodsA random-effects model was used to generate pooled standardized mean differences (SMD) for critical thinking, problem-solving, and self-confidence. The heterogeneity of each variable in the pooled estimate was determined using a random-effects model. ResultsOverall, PBL had a greater positive effect than traditional learning on critical thinking (SMD: 0.44; 95 % CI: 0.14–0.73), analysis (SMD: 0.72; 95 % CI: 0.84–1.25), and evaluation (SMD: 0.33; 95 % CI: 0.05–0.61). However, the impact of PBL on problem-solving and self-confidence need further investigation. ConclusionsPBL appears to improve nursing students' critical thinking skills, especially their ability to analyze and evaluate. The findings of this study may be used as evidence of PBL being a more effective method than traditional/conventional learning techniques for increasing students' critical thinking.

Acceptance of problem-based learning by preclinical students from a public university and its impact on their learning

Introduction: In modern medical education, with its transformational changes, teacher-centered learning is transformed into student-centered learning. This shift has escalated so fast with momentum, and its value in teaching and learning has been evaluated in many ways. In the current scenario, problem-based learning (PBL) is a well-recognized effective method of teaching and learning. The credit goes to McMaster University in Hamilton, Ontario, Canada, for the establishment of PBL. In Malaysia, many medical schools have applied this method in their curriculum, one of which is University Malaysia, Sarawak (UNIMAS), which has also adopted PBL in its undergraduate curriculum since 1996. Purpose: The aim of this study is to determine the students’ acceptance of PBL and its positive and negative impact on their learning. Methodology: It was a cross-sectional study conducted to determine the acceptance of the students of PBL. The study population is selected using convenience sampling of 140 out of 148 pre-clinical year-2 students who were exposed to the PBL method, the focus group discussion (FGD) was conducted based on pre-framed questions to know the impact of PBL on the students’ learning. Results: Results showed that the respondents had the satisfaction and accepted PBL. Sixty students from 6 PBL groups were involved in FGD. Feedback from FGD revealed their difficulties with the conduction of 1st session of PBL, for instance, problems in searching resources, new learning environments and peers from different regions. There were positive responses spelled by the subjects that the PBL has improved their communication skills, critical thinking, and self-esteem. Conclusion: Overall the PBL has proved beneficial evidenced a positive impact on the learning process of medical students.

The Impact of Problem-based Learning on Pre-service Teachers’ Mathematics Pedagogical Content Knowledge

Predictors of teacher effectiveness in relation to student achievement are based on the ability to use a range of evidence-based teaching strategies. Australia’s Teacher Education Ministerial Advisory Group (TEMAG) report that some tertiary providers working with pre-service teachers (PSTs) are using pedagogical practices which are not informed by established research. This paper reports on the impact a student-centred, PBL teaching approach had on third-year Bachelor of Education PSTs’ PCK in a mathematics education subject, compared to a similar group taught using a conventional teacher-directed approach. A quasi-experimental group-by-time design was used to determine the impact of the intervention. Contrary to meta-analyses regarding the efficacy of PBL compared to teacher-directed instruction, findings from this study show the PSTs from the PBL group developed their mathematics PCK as well as those who were taught using a teacher-directed instructional approach, Wilks’ Lambda = .71, F (1, 35) = 14.33, p < .01.

Efforts to Improve Problem Solving Skills and Critical Thinking Skills Through Problem-Based Integrated Computer Assisted Instruction (CAI) in Vocational Education

Based on research conducted by PISA, the ability to solve problems and think critically of Indonesian students is still below the average score set by PISA. Problem based learning is one of the learning models recommended by the Ministry of Education and Culture to be applied in improving these abilities. However, the lack of problem-based learning that has been applied so far is the lack of use of media that can be used as support in learning activities, resulting in inconsistencies in the impact of problem-based learning in improving student skills. The importance of these skills for students to have in this era of the industrial revolution 4.0, makes educators have to be more creative and innovative in implementing learning. Therefore, this study aims at seeing efforts to improve problem solving skills and critical thinking skills through problem based integrated computer assisted instruction (CAI). This study used a quasi-experimental pre-test and post-test control group design. The population in this study were undergraduate students of Mechanical Engineering Education, Padang State University. The instrument used in this research is a questionnaire which is used to see students' problem solving and critical thinking skills. The data analysis technique in this study is in accordance with the research hypothesis, where research hypotheses 1 and 2 use independent sample t-test and research hypothesis 3 uses MANCOVA. The research covered by his study is in line with higher education's continuing search for effective SCL approaches

EFFECTIVE WAYS OF TEACHING FLUENCY, ACCURACY IN SPEECH

"The importance of developing language skills, which are currently found in teaching English, is increasing day by day. In particular, the development of speech skills, unlike pronunciation, listening, and writing skills in English, is an indicator of basic knowledge of students and teachers. The article discusses the importance of modern methods used in the development of speech skills in teaching English in Kazakh schools. The research work was carried out with an overview of the history of various methods for developing students’ fluency skills, guided by the specifics of speech components. The updated curriculum of Kazakhstan is based on the development of high qualifications and competencies of teachers and creative skills. Therefore, in a rapidly developing world, since English is the international language of the world, it is a prerequisite for all employees of the industry to have the ability to communicate. The research work was carried out in one of the secondary schools of the Turkestan region of Kazakhstan. Methods of teaching by were selected conducting training and role-playing games based on the solution of the problem, aimed at developing the student’s speech skills. Based on these methods, the research work was carried out in two stages, as a result of which it was concluded that the impact of problem-based learning and role-playing games on the development of students ‘ fluency is positive. "

The Effects of Situational Teaching, Cooperative Learning, and Self-directed Learning on Mathematical Learning Abilities in China

The junior high school stage is a significant stage of education because students thinking skills develop the fastest in junior middle school. In addition, the quality of junior high school education impacts the students learning ability, especially in mathematics, and the teaching methods also play a key role in students' mathematical learning ability. Therefore, this research explores the impact of problem-based learning on junior high school students’ mathematical learning ability, and studies their impact on students’ mathematical learning ability from the core principles of problem-based learning, including learning situations, cooperative learning, and self-directed learning. A total of 240 students from Meixi Lake Changjun Middle School participated in this research based on quantitative research methods collected of such as the "Mathematical Ability Scale" and other questionnaires. The correlation analysis revealed that situational teaching, self-directed learning and cooperative learning have a moderately positive correlation with students’ mathematical abilities. In this study, an independent sample t-test analyzed the significant correlation between gender and mathematical learning abilities. This research aims to find better learning methods to improve the mathematical learning abilities of Chinese junior high school students and their performance in mathematics subjects.

The impact of problem-based learning and inquiry models toward students’ science process skills on the vibrations and waves chapter

Science process skills are basic skills that help students develop higher-order skills. These skills can be trained in science learning with a scientific learning approach. This study aims to determine students’ science process skills that are influenced by problem-based learning models and inquiry models. The research method used is an experimental method with a quasi-experimental design. The research sample consisted of two classes of students of class VIII SMP. Science process skills data is measured by a description test which has valid criteria and high reliability. Descriptive and inferential analysis techniques are used in the data analysis of science process skills. The results of the data analysis concluded that: (1) The students ‘science process skills after applying the problem-based learning model were classified as good, (2) the students’ science process skills after being applied to the inquiry model were classified as very good (3) there was no significant difference between science process skills which are taught using problem-based learning models and inquiry learning models.

Effect of the Problem-based Learning (PBL) Method with the Integration of Interactive Simulation on the Physical Sciences Conceptual Understanding of the Moroccan Common Core Learners

Thanks to its advantages in improving the learning, the understanding and the performance of learners, the interactive simulations have become among the main tools recommended by many researches as an alternative to the traditional pedagogical tools. Indeed, the forms and the objectives of the integration of simulations in teaching and learning process are varied depending on the pedagogical needs of the user, as well as according to the adopted learning methods and activities. In this contribution we aim to study the impact of problem-based learning (PBL) using interactive simulation, on the understanding of the concepts related to the rotational equilibrium, taught in common core science level. The concepts covered by this study are force and inventory, torque and Newton's second law for rotation. We first propose a selection grid to help teachers to choose the appropriate simulation product for a given problem-based learning activity, we later perform the experience to compare the performance of the students in the control group (who solve the problem using traditional method) and the students in the experimental group (who use the simulation tool) based on the pre-test and post-test methodology. The simulation tool used in the experimental part is determined using the grid that we have developed. Obtained results have shown that the use of interactive simulation has a positive effect on student's conceptual understanding, if it was properly integrated into an educational context.

Problem-based learning: Effects on academic performance and perceptions of engineering students in computer sciences

In the present article we analyse the impact of problem-based learning (PBL) on learning and perceptions in first-year students undertaking Engineering in Computer Sciences. The module designed took a number of advanced theories of PBL and its application within the Engineering profession. Mixed methods were used to enable data from qualitative and quantitative instruments to be obtained. A quasi-experimental design was specified, employing non-probabilistic sampling, with a control (N = 40) and experimental group (N = 39). In comparing PBL with traditional methods, the results reveal statistically significant differences in aspects such as academic performance. Teamwork, oral communication, written communication and students’ perceptions of the learning experience were also all favoured. Nonetheless, lack of adequate team dynamics in previous learning experiences and reluctance to change traditional teaching approaches, could compromise the viability of that proposed.