Perceptions Of Problem-based Learning Research Articles

Teachers’ Perceptions on Problem-Based Learning Model in Teaching English: A Case Study at SMAN 2 Mataram in Academic Year 2023/2024

This study investigates teachers’ perceptions on Problem-Based Learning (PBL) model in teaching English at State High School 2 Mataram or SMAN 2 Mataram. The research questions concern about what are the teachers’ perceptions of PBL, the challenges faced by English teachers in implementing PBL, and how teachers overcome the challenges teaching English. The researcher used questionnaire, interview, and document analysis to collect the data. The data was analyzed using three steps of qualitative data analysis; data reduction, data display, and conclusion drawing/verification. The findings suggest that teachers perceive PBL as an effective model for teaching English, fostering collaboration, critical thinking, and argumentation among students. However, they face challenges such as varying student comprehension levels and reliance on the internet for quick solutions. To overcome these challenges, teachers adopt approaches such as guiding students with low comprehension levels patiently and emphasizing the importance of in-depth research to deter reliance on instant internet solutions. The study contributes to the field of English language teaching by providing insights into the challenges and solutions related to PBL implementation.

Perceptions of Problem-Based Learning (PBL) among prospective early childhood educators based on their learning styles

Perceptions of Problem-Based Learning (PBL) among prospective early childhood educators based on their learning styles

Application of the combined problem-based learning and case-based learning teaching in urinalysis course of diagnostics

Background Traditional lecture-based teaching is the most commonly used approach in Chinese medical curricula. Novel teaching methods that are more educationally effective and academically satisfactory are warranted. Problem-based Learning (PBL) and case-based learning (CBL) have been widely researched and utilized worldwide. This study aimed to evaluate the effectiveness and acceptability of combined PBL and CBL methods in second-year undergraduate students in the nephrology experiment module of the Medical Diagnostics course. Methods We enrolled 150 second-year clinical medicine students from the First Clinical College of Sun Yat-sen University. Participants were assigned to either the PBL or CBL combined group (92 students, two classes) or the traditional group (58 students, one class) for a Urine Analysis course. The learning effects were compared through a post-class quiz, and student evaluations and perceptions of PBL and CBL methods were gathered via an anonymous questionnaire. Results The combined PBL and CBL group outperformed the traditional lecture group, with significantly higher post-class quiz scores (P<0.001). Regarding acceptance and perception, 67.4% found PBL-CBL to be more acceptable, 78.3% believed it stimulated critical thinking, 82.6% agreed that it enhanced practicaleth abilities, and 83.7% believed it led to better learning outcomes. Regarding open feedback, 51.1% appreciated its clinical connection, 34.8% recognized its effectiveness, 32.6% found it novel and interesting, and 30.4% noted positive learning encouragement. Conclusion The PBL-CBL binding mode is a feasible and effective teaching mode, which can help improve both medical teaching quality and academic satisfaction of students.

Implementation of problem-based learning modules in an introduction to public health course.

With traditional lecture-based learning methods often criticized for their limited ability to foster critical thinking and cognitive engagement, problem-based learning (PBL) has emerged as a promising alternative. This research investigates the impact of PBL on student learning outcomes, specifically focusing on the development of higher-order thinking skills, communication, growth mindset, and metacognitive abilities. PBL was implemented in an undergraduate public health course at a private university in the southeast US. The study was conducted in the Spring of 2022 using a convergent mixed-methods approach. Quantitative data were derived from university-wide Quality Enhancement Plan surveys and a course-specific PBL survey, which were analyzed using Repeated Measures ANOVA to assess changes in student perceptions over time. Additionally, qualitative data from open-ended survey questions were analyzed through thematic analysis, providing deeper insights into the students' experiences and perceptions of PBL. Results indicated significant improvements in student communication skills, growth mindset, and metacognitive abilities across the semester. The thematic analysis of qualitative responses corroborated these findings, revealing enhanced team collaboration, active engagement in problem-solving, and increased comfort with complex real-world issues. The findings contribute to the growing body of evidence supporting PBL and offer practical insights for implementing PBL in public health education. The study also highlights the need for institutional support in adopting innovative teaching methods like PBL, emphasizing faculty development, resource allocation, and curriculum design.

Performance and preference of problem-based learning (PBL) and lecture-based classes among medical students of Nepal.

Background: PBL (problem based learning) is new active learning educational strategy that has been extensively tested and used in recent years. Patan Academy of Health Sciences (PAHS) is one of medical schools from Nepal, a Low Income Country (LIC) implementing PBL for undergraduate medical education. This study aims to compare PAHS students' understanding and knowledge retention when taught through PBL and lecture-based classes and compare students' perceptions of PBL and lectures in medical education. Methods: This is a cross-sectional study of medical students of a PBL based medical school in Nepal, a non-Western low-income country. Ethical approval was given by the institutional research committee of the Patan Academy of Health Sciences. Understanding and knowledge retention was assessed with 50 vignette-based multiple-choice questions, half of which were taught through PBL sessions, and the remaining half were taught in didactic lectures during basic science years of medical school. A separate pre-validated perception questionnaire was used to assess students' preferences regarding PBL and lectures. Results: Out of 107 students, 99 participated in the understanding and knowledge retention questionnaires and 107 completed perception questionnaires. Understanding and knowledge retention of students was found to be the same for topics taught by PBL and lectures, with median scores of 17 and s16, respectively. PBL were mostly preferred for the physiology (59.81%), pathology (51.40%) and pharmacology (53.27%) concepts, and lectures were mostly preferred for the anatomy (78.50%), biochemistry (45.79%), and microbiology (42.99%) topics. Students wanted the same concepts to be taught through both PBL and lectures, especially for anatomy. Conclusions: Understanding and knowledge retention is the same for topics taught by either PBL or lectures during the basic science years of undergraduate medical education. Students prefer PBL for physiology, pathology, and pharmacology-related concepts, conventional didactic lecture for physiology and microbiology, and a combination of lecture and PBL sessions for anatomy.

Indonesian undergraduate students' perceptions of problem-based learning implementation in an ELT class: A small-scale survey

This study aimed at identifying Indonesian undergraduate students’ perceptions of Problem-Based Learning (PBL) implementation in an English language education department at a private university in Indonesia. Using total population sampling, 74 students who were taking a language classroom management course in which PBL was implemented through collaborative work were involved in this survey study. The data were collected using a 21-item questionnaire from Jaeger and Adair (2014) that was based on Senocak (2009). The data were then analyzed statistically to identify the participating students’ perceptions of PBL implementation by interpreting the patterns of the data. Based on the results of this study, the participants tended to perceive that PBL helped them become more self-directed. However, many of them felt that the collaborative work implemented in PBL was more a difficulty than an ease. The implication of this study is also discussed.DOI: 10.26905/enjourme.v7i2.9032

Students’ perception of problem-based learning at a Japanese medical school: an exploratory sequential mixed method

This study aimed to assess the perception of PBL among Japanese medical students. Learning effects and challenges of PBL from the students' viewpoint were assessed with an exploratory sequential mixed method. Focus group discussions followed by thematic analysis were conducted with 27 students and residents. Then a questionnaire survey was carried out. A total of 119 out of 258 students (46.1%) responded. The results from 24 questions were analyzed with a residual analysis. Thematic analysis extracted 14 themes from four discussion topics. The participants in focus group discussion regarded the PBL program as a better learning method than lectures. But some key phrases on the challenge of social interaction, including reluctance to actively discuss and collaborate with unfamiliar peers, were found. The questionnaire survey revealed a significantly lower adjusted standardized residual (ASR) for the positive response in five of six questions in the category of social interaction; improvement of communication skills (ASR = -3.303, n = 118, p < .001), enhancement of responsibility at group discussions (ASR = -2.078, n = 119, p = .038), building social networking (ASR = -3.006, n = 119, p = .003), becoming to sympathize with patients (ASR = -2.449, n = 119, p = .014) and understanding social aspects of clinical practice (ASR = -5.790, n = 119, p < .001). Conclusion: The Japanese medical students perceived PBL as an effective learning strategy. However, they had a problem with social interactions.

Problem-Based Learning-Collaboration (PBL-C) Model in Elementary School Science Learning in the Industrial Revolution Era 4.0 and Indonesia Society 5.0

This study aims to describe the problem-based learning and collaboration model on science learning in elementary schools in the Industrial Revolution era 4.0 and Indonesia Society 5.0. This research is qualitative and descriptive. Data collection activities at the preliminary stage are carried out by exploring elementary school teachers' perceptions of problem-based learning and its application in science learning in schools in Surakarta, Indonesia. Focus group discussions (FGD) were conducted on 20 elementary school teachers employing the open inquiry method. The discussion reviewed several topics related to the teachers’ perception of the problem-based learning application, the advantages and disadvantages of problem-based learning as the basis for modifying the learning model, and the importance of collaboration skills for elementary school students. The problem-based learning-collaboration (PBL-C) model is a development of the problem-based learning model, which is equipped with collaborative skill indicators from the Industrial Revolution 4.0 aspects and coordination indicators with various parties from Indonesia Society 5.0 aspects. The result of this research is the problem-based learning-collaboration (PBL-C) model design with six steps: (1) orientation of students to problems, (2) organizing students for learning and division of tasks, (3) guiding investigations on local community leaders, (4) proving the results of the investigation, (5) developing and presenting the work, and (6) analyzing and evaluating the problem-solving process.

Performance and preference of problem-based learning (PBL) and lecture-based classes among medical students of Nepal

Background: PBL (problem based learning) is new active learning educational strategy that has been extensively tested and used in recent years. This study aims to compare students' understanding and knowledge retention when taught through PBL and lecture-based classes and compare PAHS students' perceptions of PBL and lectures in medical education. Methods: This is a cross-sectional study of medical students of a PBL based medical school in Nepal, a non-Western low-income country. Ethical approval was given by the institutional research committee of the Patan Academy of Health Sciences. Understanding and knowledge retention was assessed with 50 vignette-based multiple-choice questions, half of which were taught through PBL sessions, and the remaining half were taught in didactic lectures during basic science years of medical school. A separate pre-validated perception questionnaire was used to assess students' preferences regarding PBL and lectures. Results: Out of 107 students, 99 participated in the understanding and knowledge retention questionnaires and 107 completed perception questionnaires. Understanding and knowledge retention of students was found to be the same for topics taught by PBL and lectures, with median scores of 17 and s16, respectively. PBL were mostly preferred for the physiology (59.81%), pathology (51.40%) and pharmacology (53.27%) concepts, and lectures were mostly preferred for the anatomy (78.50%), biochemistry (45.79%), and microbiology (42.99%) topics. Students wanted the same concepts to be taught through both PBL and lectures, especially for anatomy. Conclusions: Understanding and knowledge retention is the same for topics taught by either PBL or lectures during the basic science years of undergraduate medical education. Students prefer PBL for physiology, pathology, and pharmacology-related concepts, conventional didactic lecture for physiology and microbiology, and a combination of lecture and PBL sessions for anatomy.

Students’ Perceptions of Problem-Based Learning in Multidisciplinary Groups When Seeking to Solve an Engineering Grand Challenge

This paper presents findings from a small-scale research study eliciting students’ perceptions of benefits and challenges of working in interdisciplinary groups to solve an engineering challenge using problem-based learning. Penultimate and final year undergraduates and postgraduate MSc students in the School of Engineering and Physical Sciences at a Scottish university, studying Robotics, Mechanical, Chemical, Electrical and Software Engineering worked in interdisciplinary groups of five on a project to provide solutions to the United States National Academy of Engineering Grand Challenges (NAEGC). Students were surveyed twice, using closed and open questions before and towards the end of the project. Data were analysed using a thematic approach. Findings showed that most students saw benefits to problem-based working with students from other disciplines, citing increased awareness of approaches, future ‘real world’ professional preparation and efficiency in problem solving. However, challenges around scheduling meetings and concerns around cross-discipline collaboration indicate that universities should provide training for students before undertaking such problem-based projects, to ensure maximum educational benefits. In addition, greater emphasis needs to be put on students’ awareness of the added benefits of development of the ‘soft skills’ needed for future professional practice.

Problem-Based Learning Approach in Developing Mathematical Skills

Many students perceive mathematics as an abstract because it involves development of problem-solving skills. This study employed problem-based learning (PBL) approach to make simple strategies in the teaching and learning process. This study used descriptive-correlational research method. For the school year 2020-2021, 40 Grade 9 students from Calamba City Science High School took the validated adapted-modified three-item examination and answered a researcher-made survey questionnaire. The results showed no significant relationship between respondents’ perceptions of problem-based learning in terms of authentic problem, collaboration, developing expertise, and authentic assessment, and their problem-solving performance in terms of conceptualizing the problem, devising a strategy, implementing the strategy, and reflecting on the solution. The study affirms that the teacher’s expertise in implementing the PBL approach is critical. Further results imply that the learning abilities and techniques of the students have significant impact to the teaching-learning process.

Medical Students’ Perception towards Recently Introduced Problem-Based Learning in Surgery Module: A Case of University of Ha’il

Background: In literature, problem-based learning is repeatedly conveyed in relation to medical basic sciences. It has been introduced in the syllabus of the surgery module very recently. Aim: To assess students' perceptions towards PBL in the clinical years course of their medical study, in a surgery module. Methods: A cohort study involves the 6th year students (academic year, 2019-2020) in their surgical course at the end of the newly introduced PBL sessions using a self-administered validated questionnaire. Their responses to close questions had been recorded using a Likert scale. The collected data and their open feedback were analyzed using SPSS version 21. Results: A-80 participants were responded to the questionnaire (male = 46 [57.5%], female = 34 [42.5%]). Their perception of PBL in the surgery module was more positive than negative. Results recognized that student’s perceptions were positive towards the pinpoints of the PBL, precisely in the issues concerned with working in groups, critical thinking and self-learning skills. More than 63% of the participants supposed that the PBL must be preserved as part of the surgery module. However, the number of students who had a negative perception towards PBL process overall was not negligible. Conclusion: PBL is palatable by students, so, it is encouraging to continue adapting this method of learning in the surgery module. Keywords: Conventional teaching methods (CTM); Problem based learning (PBL); Student’s perception; Surgery module.

Performance and preference of problem-based learning (PBL) and lecture-based classes among medical students of Nepal

Background: PBL (problem based learning) is new active learning educational strategy that has been extensively tested and used in recent years. This study aims to compare students' understanding and knowledge retention when taught through PBL and lecture-based classes and compare PAHS students' perceptions of PBL and lectures in medical education. Methods: This is a cross-sectional study of medical students of a PBL based medical school in Nepal, a non-Western low-income country. Ethical approval was given by the institutional research committee of the Patan Academy of Health Sciences. Understanding and knowledge retention was assessed with 50 vignette-based multiple-choice questions, half of which were taught through PBL sessions, and the remaining half were taught in didactic lectures during basic science years of medical school. A separate pre-validated perception questionnaire was used to assess students' preferences regarding PBL and lectures. Results: Out of 107 students, 99 participated in the understanding and knowledge retention questionnaires and 107 completed perception questionnaires. Understanding and knowledge retention of students was found to be the same for topics taught by PBL and lectures, with median scores of 17 and s16, respectively. PBL were mostly preferred for the physiology (59.81%), pathology (51.40%) and pharmacology (53.27%) concepts, and lectures were mostly preferred for the anatomy (78.50%), biochemistry (45.79%), and microbiology (42.99%) topics. Students wanted the same concepts to be taught through both PBL and lectures, especially for anatomy. Conclusions: Understanding and knowledge retention is the same for topics taught by either PBL or lectures during the basic science years of undergraduate medical education. Students prefer PBL for physiology, pathology, and pharmacology-related concepts, conventional didactic lecture for physiology and microbiology, and a combination of lecture and PBL sessions for anatomy.

LECTURER’S PERCEPTION ON THE IMPLEMENTATION OF PROBLEM-BASED LEARNING (PBL) APPROACH IN TEACHING AND LEARNING

Problem-based learning (PBL) was known as the student-centered pedagogy where it involves the student to experience solving complex real-world problems and the teacher acts as a facilitator in crafting trigger materials to promote the learning concepts. This study aims to investigate and identify the level of usefulness and challenges as well as the level of student achievement through the perception of academic staff’ on the implementation of PBL in classrooms in Malaysia. A quantitative study was conducted, and the data was collected through a survey questionnaire on 98 lecturers all over Malaysia. The findings from the analysis indicate that lectures in Malaysia have a high perception of PBL implementation in the classroom. Overall, the findings enhance the understanding of higher institution lecturers’ perception of PBL in terms of the usefulness of PBL as one dynamic and active approach that transforms dramatically the routine lecture-based learning. Findings also suggest that sufficient training to learners is required in implementing PBL effectively, thus indirectly facilitate the focus of students that lead to the achievement of course learning outcomes.

Afghan Lecturers’ Perception of Problem-Based Learning: A Case Study of Takhar University

The study investigated the lecturers’ perceptions of problem-based learning (PBL); their attitudes towards PBL, their views of effects of PBL on the learning process and the factors for not employing PBL in their courses. A survey questionnaire was used to collect data from 40 randomly selected lecturers from Takhar University. Descriptive and inferential statistics were used to analyze the data. The findings showed that lecturers had strong positive attitudes towards PBL and they were interested in utilizing PBL in their teaching activities. They were aware of the effects of PBL on the learning process particularly students’ learning. They believed that PBL could help students develop a variety of generic skills, e.g., communication and problem-solving skills, which are necessary for employment. However, most of the participants did not make use of PBL in their courses for various reasons such as large number of students in their classes and lack of appropriate infrastructure. The lecturers’ gender, level of education and years of teaching experiences did not have any significant impact on their responses.

Problem-based learning in dentistry, implementation, and student perceptions

Introduction: Problem-based learning (PBL) is one of the most comprehensive and widely accepted student-centered tool for teaching and learning health professions education, wherein students define the problem, establish learning objectives, undergo self-directed learning and facilitate understanding of the problems. This study has been carried out with an aim of assessing 3rd year dental student's perception of PBL as a teaching and learning method over a 5-year period based on problem-solving and self-directed learning, cooperative learning, role of facilitator and product discussion.Methodology: The perception of 3rd year students from year 2014 to 2018 was assessed at the end of PBL sessions using a self-administered, structured questionnaire. Their responses were recorded using a five point Likert scale and data collected retrospectively was analyzed. Students' open feedback regarding the PBL process was also recorded and analyzed.Results: A total of 376 participants responded to the questionnaire (female = 250 [65%], male = 126 [35%]). Majority of students agreed that PBL improved problem-solving skill, self-directed learning and perceived that it had a positive impact on cooperative learning. Students also felt that PBL product discussion prepared them for future presentation and helped to clarify concepts.Conclusion: The results suggested that students had a positive attitude toward PBL and it improved their problem-solving skills as well as motivated them to learn and participate actively. Some students felt that PBL was time consuming, yet it was a fun and interesting way to learn.

Comparison of students' perception of problem-based learning and traditional teaching method in a Nigerian dental school.

To evaluate the perceptions of dental students on problem-based learning, PBL, in comparison with the traditional lecture (TL) method. This comparative study was conducted amongst 72 dental undergraduates. PBL was introduced to the students before the commencement of course. PBL method was used by the student to learn about cariology, whilst other lecture topics were taught by the TL. Students were not informed at the beginning of thecourse about end of course assessment of learning and teaching methods to limit their bias. The study was approved by the institution's ethics committee, and informed consent was obtained from participants at the end of the course to recruit them into the study. The students worked in small groups to solve tasks on clinical case scenarios. Four class sessions were held for presentations and discussions. The students' perceptions concerning the two teaching methods were sought by the use of an anonymously completed questionnaire. Six perceived factors that influenced the teaching and learning process were extracted from the twenty-two-perception-item questionnaire using factor analysis. Paired sample t test was used for comparison of means. The highest mean scores for all six perceived factors were observed in the PBL method. There were statistically significant differences (P<.05) between PBL and TL teaching methods for all the perceived factors; ("Challenge critical thinking," "Communication with peers," "Usefulness as pedagogical method," "Organization" and "Interaction between students and tutors") except for the perceived factor "Adequacy of teaching." The mean for most of the perception items was highest in thePBL method compared to TL. The perception item "Able to provide intellectual stimulation" had the highest mean score (4.21±0.76) for the PBL method, whilst it was "Laboratory exercise" (4.14±0.68) for TL. Students' perception of the two educational methods investigated showed a preference for the PBL method. The students felt that PBL provided a higher ability for intellectual stimulation.

CONCEPTUAL STUDENTS’ PERCEPTION OF PROBLEM-BASED AND PROJECT-BASED LEARNING IN A HIGHER EDUCATION INSTITUTION

The paper deals with conceptual students’ perception of problem-based learning and project-based learning in a higher education institution. Nowadays students have a different lifestyle, various opportunities to study and different learning habits, so traditional learning does not satisfy them. Teachers must look for more modern ways to transfer the information and to explain the topics and issues. And some of these ways are problem-based learning and project-based learning methods. The authors of the paper carried out the research, assessing the students’ point of view on these modern ways of learning. The research methods: literature analysis and comparative method, which allowed to clarify and to compare the differences of problem-based and project-based learning, and the questionnaire to get the students’ opinion about these methods used in a higher education institution.

Role of problem-based learning in undergraduate dental education: a questionnaire-based study.

BackgroundThere is a debate regarding the significance of problem-based learning (PBL) model in educational systems. The aim of this study was to assess the awareness of dental students at the Princess Nourah Bint Abdulrahman University (PNU), Saudi Arabia, toward PBL.MethodsThe present cross-sectional study was performed at the College of Dentistry, PNU, Riyadh, Saudi Arabia. An anonymous, standardized and self-administered questionnaire (based on nine items) coded as 1, 2, 3 and 4 was distributed to the first-, second-, third- and fourth-year undergraduate students, respectively, after a seminar that focused on the perceptions of PBL among the students at the end of the academic year 2017. The questionnaire was developed following an exhaustive search of indexed databases. Based on the students’ responses (yes/no) to the questions, group mean differences (95% CI) were computed and Pearson’s chi-squared test was used for data analysis. Cronbach’s alpha coefficient was also determined. The level of significance was set at P<0.05.ResultsIn total, 238 female undergraduate dental students (61 first-year, 59 second-year, 60 third-year and 58 fourth-year students) were included. The Cronbach’s alpha coefficient ranged between 0.82 and 0.93. Group comparisons (95% CI) showed no statistically significant difference in the responses (yes) of students in the first, second, third and fourth year of academic years related to the perceptions listed earlier (P>0.05).ConclusionPerception of female undergraduate dental students at the PNU was inconclusive. Further studies are warranted in this regard.

Problem-Based Learning in a Computer Engineering Program: Quantitative Evaluation of the Students' Perspective

This paper discusses an evaluation of the students' overall perceptions of Computer Engineering program in Brazil centered on Problem-based Learning (PBL). It constitutes a quantitative study based on Q-PBL questionnaire which was answered by almost 40% of their students and compared with an previous evaluation. In general, the results suggest a positive perception of PBL, an increasing adaption to it and a development of important skills as self-directed learning, problem solving, critical thinking, among others. This study showed quite similarity to the previous evaluation, except for some details. Thus, one the one hand, the positive points remain unchanged, on the other hand, revisions continue necessary on the challenging topics as deadline, text and assessment of problems.