Impact Of Problem-based Learning Research Articles

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.

Measuring the effectiveness of PBL through shape parameters and classification

PurposeThis paper utilizes data mining to study the effect of Problem Based Learning (PBL), an innovative pedagogical approach that has been implemented in undergraduate education at a private university in India for teaching Statistics and Operations Research (OR) to techno-management students.Design/methodology/approachThe study follows the assumptions of an in-situ experiment. It employs BBA (IT) and BCA student(s) as a subject and their end of semester GPA as a performance indicator. The pedagogical approach to this study is integrating PBL with classroom teaching. The paper uses a combination of statistics and data mining to analyze the impact of PBL and establish research conclusions.FindingsThe study concludes that the introduction of PBL positively results in an improved GPA for students with a math background. PBL is more effective for BBA (IT) male students. Female students seem to be performing equally well irrespective of the inclusion of PBL. Pattern analysis of shape parameters evidences the impact of PBL, and the results are established through the decision tree and test of proportions.Research limitations/implicationsThe study is limited to students from a single institute.Practical implicationsThis Pattern analysis, as applied in this paper, can be scaled to evaluate the impact of any innovative pedagogical approach agnostic of the field of study. Facilitators can use the process defined in the paper to implement PBL for teaching Statistics and Operations research. Shape parameters of the batch in the previous semester can be utilized by facilitators to plan remedial action for the next semester by classifying students as desirable/non-desirable. Techno-management institutes can alleviate the dread and fear of mathematical subjects by integrating PBL with classroom teaching.Originality/valueThe study utilizes an innovative analytical approach of combining shape parameters with classification. It further provides uniqueness in arriving at a classification of batch performance as desirable/non-desirable and utilizes data mining to emphasize a delineating impact of PBL across both critical parameters of the batch and the student. The study also defines a framework for the implementation of PBL for a techno-management program in Statistics and Operations Research.

Impact of Problem-based Learning (PBL) model through Science Technology Society (STS) approach on students’ interest

This study examines the effects of PBL model through the STS approach to learning interest and students conceptual understanding of dynamic fluid material in Senior High School 1 Delima. The type of pre-experimental research with the form of one group pre-test and post-test. The research instruments consisted of interest questionnaires and conceptual understanding questions, interest data were analyzed by percentage formula and learning outcome data were analyzed by n-gain to determine the percentage effect of PBL model through the STS approach to students’ conceptual understanding. The results of the study show that learning using the PBL model through the STS approach can increase student learning interest about 45%.

Impact of Problem-Based Learning on Enhancing Critical Thinking Skills of Secondary School EFL Students

Impact of Problem-Based Learning on Enhancing Critical Thinking Skills of Secondary School EFL Students

Hybrid Problem-Based Learning in Digital Image Processing: A Case Study

Contribution: This paper reports a curriculum development in hybrid problem-based learning (h-PBL), addresses the design, implementation, effectiveness, and assessment issues of h-PBL, and explains the mixed results observed regarding the impact of problem-based learning (PBL) on student grades from a hybrid perspective. Background: The effect of PBL on student learning is difficult to analyze. Empirical research on h-PBL has been scant in the engineering education field. Intended Outcomes: The hybrid approach described in this paper can be used to guide other course designs. Future research directions are also provided in order to better capture the positive effects of PBL on student learning. Application Design: A 3-D imaging project was developed and implemented using h-PBL. A non-parametric hypothesis test was conducted to compare four-year student performance data collected after the implementation of h-PBL with four-year student performance data collected under traditional lecturing; both sets of students were taught by the same instructor. Findings: Student project grades improved after h-PBL, whereas student cumulative course grades did not show significant improvement. The study suggests that higher ratios and weights of PBL, better timing in introducing PBL, and more integrated course components in the hybrid approach may further improve student performance.

Impact of problem-based learning in dentistry curriculum in Nepal: A self-reflection

My project on problem-based learning (PBL) is not new to medical schools but not many dental schools have adopted this approach in their curriculum in South Asian region. This approach not only develops content knowledge and skills but also sharpens the soft skills such as critical thinking, interpersonal, teamwork, presentation, speaking, and communication skills, which are equally needed to become a successful doctor. As a part of fellowship of the Foundation for Advancement on Medical Education and Research, Regional Institute, Christian Medical College, Ludhiana, this approach was tried in 2013 and ultimately incorporated in the curriculum in 2014. This case study describes the journey, challenges, and way forward from initiation of PBL approach in a government dental college of Nepal to its inclusion in national curriculum.

WITHDRAWN: Impact of problem-based learning on Iranian intermediate EFL learners' incidental vocabulary learning

WITHDRAWN: Impact of problem-based learning on Iranian intermediate EFL learners' incidental vocabulary learning

Kakovost problemov, obravnavanih pri problemskem učenju: ocena študentov zdravstvene nege

Uvod: Z vpeljavo problemskega učenja se je spremenil kontekst učenja. Z uporabo kakovostnih problemov v okviru problemskega učenja se spodbuja kritično mišljenje, skupinske interakcije, uporaba teorije v praksi. Namen raziskave je bil ugotoviti oceno študentov zdravstvene nege glede kakovosti problemov, obravnavanih v okviru problemskega učenja. Metode: Uporabljeno je bilo kvantitativno neeksperimentalno raziskovanje, podatki so bili zbrani s tehniko anketiranja. V raziskavi je sodelovalo 196 študentov zdravstvene nege. Za obdelavo podatkov je bila uporabljena deskriptivna statistika, t-test in korelacijska analiza. Statistično značilnost smo preverjali na ravni 5% tveganja. Rezultati: Povprečne ocene vseh trditev, ki so se nanašale na oceno kakovosti problemov, obravnavanih v okviru problemskega učenja, so bile visoke ( > 4 od 5). Glede na način študija zdravstvene nege (redni, izredni študij) (t = –1,333, p = 0,558) in spol (t = 0,236, p = 0,354) ne prihaja do razlik v oceni kakovosti obravnavanih problemov. Ugotovljene so bile razlike v oceni kakovosti obravnavanih problemov glede na zaposlenost v zdravstvu (t = 2,109, p = 0,04) ter pozitivna šibka povezanost (r = 0,190, p = 0,002) med starostjo in oceno kakovosti obravnavanih problemov. Diskusija in zaključek: Raziskava pokaže visoko oceno kakovosti problemov, obravnavanih v okviru problemskega učenja, s čimer se pri študentih spodbuja samousmerjeno učenje, povečuje zanimanje za učno enoto in izboljšujejo motivacija za delo, komunikacijske spretnosti ter kritično razmišljanje. Nadaljnje raziskave bi bilo smiselno usmeriti v spremljanje vpliva problemskega učenja na učne izide ter uvedbo problemskega učenja v vse učne enote v okviru študija zdravstvene nege.

Prospects of Problem-Based Learning in Building Critical Thinking Skills among Technical College Students in Nigeria

Critical-thinking skills (CTS) are among the essential skills required in the contemporary world of work. However, building CTS among technical college students in Nigeria is making little impact on students as current teaching uses is “traditional” rote learning methods which do not foster the building of skills. Therefore, a new teaching method is required that emphasizes learning, understanding, and measuring skills rather than rote learning. Educators unanimously agree that, CTS can be taught using different teaching methods including concept mapping, critical questioning workshops, and systematic literature reviews and to problem based learning (PBL). PBL is a student-centered, task-based instructional method in which the teacher serves as a facilitator. The paper adapted a library based work; the data were collected using textbooks, journals articles and internet search. The literatures reveal that; PBL is the best approach to build CTS, integrating it into all areas of learnings and to the student’s entire life. In PBL, students demonstrate an enhanced ability to use CTS in their activities. Against this backdrop, the paper aim to outline the impact of PBL in building CTS among the technical colleges students. The paper recommends that, for the purpose of filling the CTS gap, technical colleges should equip their students with the required skills through the application of a superior teaching method such as PBL. DOI: 10.5901/mjss.2016.v7n3p356

The Impact of Problem-Based Learning on Iranian EFL Learners’ Speaking Proficiency

The study investigated the effect of problem-based learning through cognition-based tasks on speaking proficiency of Iranian intermediate EFL learners in comparison to the effect of objective-based tasks. To this end, a true experimental research design was employed. Ninety five (N=95) language learners studying at a language institute in the city of Esfahan, Iran were given an IELTS listening and speaking test as the proficiency test and 75 learners were selected. In the next phase of the study, a second IELTS speaking test was administered as the homogeneity test and the pre-test to seventy five (N=75) learners chosen from the population and forty-eight (N=48) homogeneous intermediate learners were selected for the study (i.e., 24 learners in control group and 24 in experimental one). The results of an independent-sample t-test gained from the study proved that not only does implementation of problem-based learning through cognition-based tasks significantly increased intermediate participants’ speaking proficiency, but also it had more positive effect in comparison to objective-based tasks on participants’ speaking proficiency. Therefore, it is suggested that problem-based learning ought to be taken into account by educational scholars, those in charge of syllabus, material producers, language teachers and language learners. Keywords: Cognition-Based Tasks, Objective-Based Tasks, EFL Learners, Speaking Proficiency, Problem-Based Learning

The impact of PBL on transferable skills development in management education

Attention to transferable skills is growing in higher education. Problem-based learning (PBL) is increasingly used in management education for its promising potential to, amongst others, promote transferable skills, including problem-solving, critical thinking and teamwork skills. However, this relationship is seldom assessed. In this study, I use structural equation modelling to examine the effectiveness of PBL, measured through students’ perceptions of satisfaction and skills development. Results show the development of transferable skills is explained by interaction with tutors and a host company, and defining teamwork rules. Satisfaction is explained by skills development, assessment issues, defining teamwork rules and understanding how organisations work. I draw conclusions and recommendations.

The impact of PBL on Undergraduate Physics Students' Understanding of Thermodynamics

Lecture method is still need to a part of PBL in order to explain the difficult and abstract concepts in all fields of physics particularly thermodynamics. Introducing and promoting PBL in the lecture method is wise step for innovation in teaching and learning. The objective of this study is to compare the effects of using three methods: problem-based learning (PBL), PBL with lecture method, and conventional teaching on undergraduate physics students’ understanding of thermodynamics. The actual sample size comprises of 122 students, who were selected randomly from the Physics Department, College of Education in Iraq in the academic year 2011-2012. In this study, the pre- and post-test were done and the instruments were administered to the students for data collection. The data was analyzed and the statistical results rejected null hypothesis of this study. The study revealed that using PBL or PBL with lecture method promotes understanding of thermodynamics superior than using conventional teaching method, also the PBL with lecture method enhances understanding of thermodynamics better than using PBL alone, among the physics undergraduates in Iraq.

A narrative review of problem-based learning with school-aged children: implementation and outcomes

This paper reviews empirical studies that have evaluated the impact of problem-based learning (PBL) on school-aged pupils, in order to summarise how it has been implemented and to assess its effects on academic and personal development. Following electronic searches of PsychINFO, the British Education Index and the Cochrane review database, six studies concerned with school-aged learners (11 to 18 years) were identified and subjected to a detailed narrative literature review approach. Drawing on data from relatively small samples of between 14 and 187 pupils, five studies used cross-sectional evaluation designs, and one was a qualitative case study. Findings suggested that school pedagogic practice informed by PBL-based principles could have a positive influence on learners' personal and academic development. However, a need for rigorous studies evaluating the effects of PBL on school-aged learners was evident, to identify effective components for implementation in school settings.

The Impact of Problem-Based Learning on Transferable Skills Development: Students’ Perceptions in a Management Undergraduate Capstone Course

Attention to transferable skills development is growing on the higher education agenda. Problem-based learning (PBL) is also increasingly used in higher education for its promising potential to, among others, promote transferable skills, including problem-solving, critical thinking and teamwork skills. However, few studies have methodically measured this relationship. In this study, structural equation modelling is used to examine the contribution of certain aspects of PBL implementation to its effectiveness, measured through students’ perceptions of satisfaction and skill development. Results show that skill development is predicted by interaction with the tutor and with the host company, and defining teamwork rules. Satisfaction is predicted by skill development as well as factors relating to assessment, defining rules and understanding how organizations work. Conclusions and recommendations are drawn.

Attendance and Achievement in Problem-based Learning: The Value of Scaffolding

The impact of problem-based learning (PBL) in improving academic achievement compared with other forms of teaching is equivocal. This paper argues that poor tutorial preparation and vague reporting of the brainstorming stage of PBL are major contributing factors. To address these issues this study incorporated a scaffolding mechanism into the pre-tutorial brainstorming stage of the PBL process based on de Bono’s (1995) Six Thinking Hats. Results confirmed that pre-tutorial preparation, when measured by attendance and academic achievement, increased across all levels of the undergraduate program for the PBL groups that used scaffolding, when compared to PBL groups without scaffolding and lecture-based delivery groups. This study supports the inclusion of scaffolding during the brainstorming stage of PBL.

Problem based learning in mental health nursing: The students' experience

Problem based learning (PBL) is well established within the field of health-care education for professionals worldwide, although little has been done to explore the experiences of students undertaking a PBL course in mental health nursing. Without firm evidence of the benefits of PBL, educationalists in mental health might be reluctant to view it as an option in curricula design. This U.K. study examined the experiences of pre-registration post-graduate mental health student nurses undertaking a 2-year educational course in which all teaching and assessment followed a PBL philosophy. Focus groups were used throughout the course to elicit in-depth qualitative data that was analysed by applying a constant comparative method. The analysis of the data uncovered the following broad themes: 'moves to autonomy, 'surviving the groups' and 'the impact of PBL'. The findings show that participants had mainly positive experiences and gained a range of study and interpersonal skills central to mental health nursing. Participants described initial anxieties resulting from engagement in PBL. However, they increasingly gained confidence in this approach, exercising increasing control over the PBL process. Despite this increased autonomy, participants continued to value the input of skilled facilitators. A recurring issue centred on the potential for interpersonal conflict within the student group and its impact on their learning. It is suggested that more research is needed examining the use of PBL in mental health nursing.

The Effectiveness of Problem-based Learning on Nursing Students' Critical Thinking: A systematic review.

Review question/objective The review question: Is Problem-based learning an evidence-based teaching and learning strategy to promote nursing students' critical thinking? The review objective is to synthesize the best available evidence related to the effectiveness of Problem-based learning on nursing students' critical thinking. Inclusion criteria Types of participants This review will consider studies that include nursing students. Types of intervention(s)/phenomena of interest This review will consider studies that used problem-based learning as intervention. Types of outcomes This review will consider studies that evaluated critical thinking skills as the study outcome, measured by using California Critical Thinking Disposition inventory (CCTDI) Types of studies This review will consider experimental studies. In the first instance, randomized controlled trials (RCTs) will be sought. In the absence of RCTs, other research designs such as non-randomized controlled trials and before and after studies will be considered for inclusion. Observational, cohort, case control and qualitative studies will be excluded.

Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills

Problem-based learning (PBL) can be described as a learning environment where the problem drives the learning. This technique usually involves learning in small groups, which are supervised by tutors. It is becoming evident that PBL in a small-group setting has a robust positive effect on student learning and skills, including better problem-solving skills and an increase in overall motivation. However, very little research has been done on the educational benefits of PBL in a large classroom setting. Here, we describe a PBL approach (using tutorless groups) that was introduced as a supplement to standard didactic lectures in University of British Columbia Okanagan undergraduate biochemistry classes consisting of 45-85 students. PBL was chosen as an effective method to assist students in learning biochemical and physiological processes. By monitoring student attendance and using informal and formal surveys, we demonstrated that PBL has a significant positive impact on student motivation to attend and participate in the course work. Student responses indicated that PBL is superior to traditional lecture format with regard to the understanding of course content and retention of information. We also demonstrated that student problem-solving skills are significantly improved, but additional controlled studies are needed to determine how much PBL exercises contribute to this improvement. These preliminary data indicated several positive outcomes of using PBL in a large classroom setting, although further studies aimed at assessing student learning are needed to further justify implementation of this technique in courses delivered to large undergraduate classes.

Active Learning in the Library Instruction Environment: An Exploratory Study

This paper describes an exploratory study investigating the impact of problem-based learning and clicker technology as active learning strategies at the American University of Sharjah Library, United Arab Emirates (UAE). Studies compared traditional and active learning classes. The present article maps the successes and challenges of these unique classroom encounters, and through correlation of findings from a broader educational context, considers the impact of these teaching strategies on student performance in the library instruction environment. Results provide insight into the potential and implications of active learning strategies as a means of engaging students in the learning process and the inherent difficulties associated with measuring impact on student learning. Future studies should consider other variables affecting student learning including student motivation, engagement, and learning styles, and consider a range of alternate assessment models from the education field.

Association Between National Board Dental Examination Part II Scores and Comprehensive Examinations at Harvard School of Dental Medicine

Harvard School of Dental Medicine (HSDM) uses a hybrid problem-based approach to teaching in the predoctoral program. The objective structured clinical examination (OSCE) is a formative examination designed to assess the performance of students in the problem-based learning (PBL) curriculum. At HSDM three comprehensive examinations with OSCE components are administered during the third and fourth years of clinical training. The National Board Dental Examination (NBDE) Part II is taken in the final year of the predoctoral program. This study examines the association between the NBDE Part II and the comprehensive exams held at HSDM. Predoctoral students from the HSDM classes of 2005 and 2006 were included in this study. The outcome variable of interest was the scores obtained by students in the NBDE Part II, and the main independent variable of interest was the performance of students in the comprehensive exams (honors, pass, make-up exam to pass). The Mann-Whitney U-test was used to examine the association between the grades obtained in the each of the three comprehensive exams and the NBDE Part II scores. Multivariable linear regression analysis was also used to examine the association between the NBDE Part II scores and the comprehensive exam grades. The effect of potential confounding factors including age, sex, and race/ethnicity was adjusted. The results suggest that students who performed well in the comprehensive exams performed better on the NBDE Part II, even after adjusting for confounding factors. Future studies will examine the long-term impact of PBL on postdoctoral plans and career choices.