Problem-based Learning Module Research Articles

Design and Development of A GPBL College English Module and its Effectiveness on Students' Achievement, Interest and Self-Efficacy in China

This paper has discussed how to design and develop Gamified Problem-Based Learning (GPBL) module for College English teaching in China. It has focus on outlining how GPBL has been effective in enhancing the academic achievement, interest, and self-efficacy of students. The paper has used secondary methods. Through a systematic review of 15 studies on GPBL, this paper on understanding the process of design and development of GPBL and its impact on student achievements, interest and self-efficacy. The findings from the review have indicated that out of 15 reviewed studies, 8 reported improved academic performance, 9 reported increased student interest and motivation for learning, and half presented an increase in self-efficacy through GPBL. The findings of this study have also represented that GPBL actively engages students in the process of learning, reduces learning anxiety, and promotes confidence with incremental successes provided by gamified elements. Therefore, it can be said that this study presents the potential of GPBL to become a transformative tool in teaching the English language to students in China.

Perception and Experience of Student-Facilitated Problem-Based Learning in Medical Education: A Qualitative Analysis in a Resource-Limited Setting of Nepal

Background: Shortage of trained faculty to facilitate problem-based learning (PBL) is a major challenge in resource-limited settings. Our study aimed to assess the effectiveness and shortcomings of student-facilitated PBL in such a setting in Nepal.Methods: First year and second year medical students (80 students) conducted student-facilitated PBL modules in Karnali Academy of Health Science, Jumla during March and April of 2024. This report presents the retrospective reflexive thematic analysis of the perceptions or experiences of the students and faculty involved in the PBL modules. The data comprised of presentation slides of six teams of student during wrap-up seminars and notes taken during four focus group discussions (25 participants in total) of the students and faculty members after the PBL modules. Results: The major themes included prior concerns and overall experience, facilitator and facilitation-related experience, group dynamics, learning experience, resource management and suggestions for training. Most of the students and faculty valued the student-facilitated PBL modules positively. More self-directed nature, in-depth study, hesitation-free discussions and development of problem-solving and leadership skills were among the perceived advantages of the PBL modules. Major challenges were related to inadequacy of the PBL process skills, team management and time management issues. Further training of students in those areas was suggested. Conclusions: The overall experience of the students and faculty members remained positive. Thus, student-facilitated PBL modules with the provision of faculty supervision and adequate training of students may serve as an alternative model of PBL in resource-limited scenarios.

EFFECTIVENESS OF A PROBLEM-BASED LEARNING MODULE ON SALT HYDROLYSIS IN IMPROVING STUDENT LEARNING OUTCOMES

This study aimed to analyze the effectiveness of the problem-based learning module on students' learning outcomes at SMAN 1 Bukittinggi. This study employed Plomp's development model. The research applies a quasi-experimental type with a non-equivalent control group design. The population includes phase F students of Class XI of SMAN 1 Bukittinggi who are studying chemistry in the 2023/2024 academic year as many as six classes. The sample was taken with a purposive sampling technique, and the selected classes XI F9 and XI F10. The test instrument was 20 multiple-choice questions. The data obtained were analyzed using the n-gain and hypothesis testing with the Mann-Whitney test. The results of data analysis obtained the n-gain value of the experimental class and control class, respectively, namely 0.74 with a high category and 0.58 with a medium category. As for hypothesis testing, the calculation of Asymps. Sig 0.05, then the learning outcomes of experimental class students are higher than those of the control class. The results showed that problem-based learning module learning on is effective in improving student learning outcomes at SMAN 1 Bukittingi.

Pelatihan Penerapan Model PBL dan PjBL bagi Guru Sekolah Dasar Negeri di Kota Palangka Raya

This training aims to improve the ability of public elementary school (SDN) teachers serving in the suburbs of Palangka Raya City to apply Problem-Based Learning (PBL) and Project-Based Learning (PjBL) learning models. The training method used includes an interactive approach through group discussions, practical simulations, and direct guidance in designing PBL and PjBL-based teaching modules. The results of this training activity show a significant increase in teachers' conceptual understanding and practical skills related to the application of PBL and PjBL in learning in elementary schools. The trainee teachers became more skillful in designing innovative teaching modules that are in accordance with the principles of PBL and PjBL and showed increased confidence in managing classes with these approaches. In addition, the formation of a learning community among teachers shows a commitment to continue sharing knowledge and experiences, supporting the sustainability of PBL and PjBL implementation consistently in schools. It is hoped that the impact of this training can contribute to improving the quality of teaching and learning outcomes of students in peripheral elementary schools in Palangka Raya City.

Improving the articulation of skills towards proving “value for money”

PurposeEnsuring value for money is becoming more of a priority for UK university degrees. The aim of the action research project was to add value by improving skill acquisition and articulation amongst Chartered Management Degree Apprentices through a problem-based learning module called Self-Managed Learning.Design/methodology/approachIntentional weekly interventions to develop skill acquisition, development and articulation were implemented over 10 weeks. A focus group at the end of the 10 weeks to reflect upon the interventions would then reveal through a thematic analysis whether there was indeed added value.FindingsThe action research intervention to improve and enhance how apprentices construe and construct what they experience and then learn to articulate that accurately was well received. Key outcomes included increased awareness of and enhanced use of reflection, merging work and university and increased self-efficacy and skill development awareness.Practical implicationsThis research underscores the significant impact of enhanced stakeholder engagement on educational delivery and skill development. The study illustrates how the involvement of all parties, from apprentices to educators and employers, within the learning process can aid the development of intentional skill and professional development when work-based learning is effectively integrated within the educational curriculum.Originality/valueThe action learning intervention was an educational improvement enhancing personal development, social mobility and an opportunity for individuals to pursue knowledge for their own sake.

Analysis of Kinematics Graph Interpretation Skills Using RapidMiner

This study explores the application of data mining techniques in physics education research, focusing on the analysis of kinematics graph interpretation skills. The research had two main objectives: to demonstrate the utility of RapidMiner, a data mining tool, in analyzing educational data, and to compare its effectiveness with traditional item analysis methods. Fifty-nine Grade-10 students at Chiang Mai University Demonstration School completed the Test of Understanding Graphs in Kinematics (TUG-K) before and after participating in a problem-based learning module integrating high-speed video analysis. Traditional statistical analysis revealed significant improvement in student performance (p<0.001, effect size 0.76). Association rule mining, conducted using RapidMiner, uncovered key relationships between test items that were not apparent through traditional analysis. These relationships provided insights into common student misconceptions and areas requiring targeted instruction. The study demonstrates the potential of advanced data mining techniques to reveal deeper patterns in educational data compared to conventional item analysis methods. This novel application of RapidMiner in physics education research offers a promising approach for more detailed analysis of student understanding, potentially informing more effective teaching strategies and curriculum design in physics education.

Development of Teaching Modules for Strategic Management Courses Based on Problem-Based Learning to Increase Students' Cognitive Flexibility

This research aims to develop and test whether the problem-based learning (PBL) teaching module that the author created in the strategic management course can increase students' cognitive flexibility. The research method used is Research and Development (R&D) with the ADDIE model, which includes the Analysis, Design, Development, Implementation, and Evaluation stages. The sample in this study was students of the Office Administration Education Study Program, Semarang State University, class of 2021, with 109 students divided into three classes. Furthermore, the results of the module that has been developed are tested regarding the increase in the average cognitive flexibility score after carrying out the pre-test and post-test. Based on research results, the experimental class that used the PBL module showed an average increase in cognitive flexibility score of 17.3 points, while the control class only increased by 4.4 points. Statistical tests showed a significant increase in the experimental class (p < 0.001), while the control class did not show a significant increase (p = 0.065). Meanwhile, student activities in the experimental class showed active participation in the learning process, problem-solving involvement, and better teamwork than in the control class. Student feedback indicates that PBL makes learning more enjoyable, helps students think critically, and is relevant to the real world.

Validity of Problem-Based Learning (PBL) Module of Automation for Personnel Governance

Validity of Problem-Based Learning (PBL) Module of Automation for Personnel Governance

Pengembangan Modul Kimia Berbasis Problem Based Learning pada Materi Minyak Bumi di SMAN 2 Mataram

This study aims to develop a chemical problem-based learning module on petroleum material at SMAN 2 Mataram by using validity and practicality tests. The research model used is the 4D model, namely define, design, development, and dissemination. This study used a purposive sampling technique in sampling, involving 36 students of class XI MIPA 8 at SMAN 2 Mataram who were then used as respondents in a practicality test. Data analysis shows a good level of validity, with an Aiken V index of 0.88. Meanwhile, the practicality module was analyzed using the practicality index (student and teacher response questionnaire) so that the practicality module proportions were 86% (students) and 94% (teachers). These results provide evidence that the problem-based learning chemistry module on petroleum material is valid and practical. Therefore, this module can be applied in the learning process at SMAN 2 Mataram and maybe also in other schools that have a similar curriculum

Internet of Things (IoT), PBL and 3D Holographic modelling for smart agricultural education at The University of Queensland

The project described in this paper builds on exciting technological developments in real time biophysical data gathering that are currently happening at The University of Queensland (UQ)’s regional campus (UQGatton ~1000ha of prime agricultural land ~85km SW of Brisbane in SE Queensland), via the Internet of Things (IoT) UQ Smart Campus Project. This paper will describe the development of multifaceted web-based interfaces, problem based learning modules, and 3D modelling using the real time streaming data acquired through the Internet of Things (IoT) technology of the UQGatton Smart Campus Initiative. The idea is to produce innovative teaching and assessment modules for multiple different courses in the UQ Science Faculty, and across 2 Campuses separated by 85kms of highway. The paper describes the technology involved, the challenges and workarounds and a number of examples of using the data collected for problem-based learning modules. Some discussion is included on what these technologies could provide for further Teaching & Learning developments in the “E” space being trialed with partners UQ ITS, Microsoft and Telstra/Readify.

Fostering mathematical connections and habits of mind: A problem-based learning module for elementary education

Previous research has highlighted the challenges of improving students' mathematical skills, particularly in connecting mathematical concepts to everyday life and developing strong mathematical habits of mind. This research aims to integrate problem-based learning (PBL) into a mathematics module to enhance mathematical connection abilities and mathematical habits of mind. The ADDIE method was employed to achieve this goal, encompassing five stages: Analysis, Design, Development, Implementation, and Evaluation. The findings indicate that media, material, and language experts deemed the module highly suitable. Furthermore, the product was rated as highly practical based on teacher assessments, student responses, and observations during implementation. Effectiveness tests of the product, conducted through MANOVA, t-tests, and N-gain tests, revealed that the module is highly effective in enhancing students' mathematical connection abilities and moderately effective in improving their mathematical habits of mind. These findings underscore the importance of integrating digital learning technologies to increase the module's engagement and accessibility.

Applied Data Analysis: A Problem-based Learning Approach

This paper examines the transition of a conventional multivariate statistics module to a problem-based learning module, first implemented in 2021. The primary objective was to enhance students’ problem-solving skills, bridging the gap between mathematical concepts and real-world applications. The approach was implemented to instil a deeper understanding of real-world data analysis, emphasising the interpretation of domain specific problems in mathematical terms and the production of reports for industrial stakeholders.Findings indicate that the integration of problem-based methods not only improved students’ comprehension of statistical techniques but also fostered a more profound appreciation for their practical utility in diverse professional contexts. The problem-solving cycle, a central component of the approach, guided students in critically analysing complex challenges and formulating data driven solutions. Furthermore, this study emphasises the potential for replicating the industrial study group experience within an undergraduate teaching environment.Adopting a problem-based learning approach in the teaching of data analysis empowers students to apply their analytical skills effectively to real-world scenarios, strengthening their capacity to communicate insights and solutions to industrial stakeholders. The study underscores the value of aligning educational practices with the demands of data-driven industries, providing students with a competitive advantage in future research and the job market. The study is descriptive and reflective in nature.

Exploring the Effectiveness of Problem-Based Learning in an International Undergraduate Program in Veterinary Sciences: Students' Satisfaction, Experience and Learning.

The systematic evaluation of the integration of problem-based learning (PBL) into educational programs in Italy is scarce and there are no published reports of its use in an Italian Bachelor of Veterinary Science degree program. This paper aims to assess the satisfaction of second-year students on an international Bachelor of Veterinary Science degree program after implementing two weeks of PBL with a multidisciplinary approach. Moreover, the impact of this methodological approach on the students' performance and their perceptions concerning their learning experience was investigated. The results showed that students expressed a high level of satisfaction and a positive attitude towards learning through PBL. A significant increase in the perception of students' soft skills was also found, based on self-evaluation. Moreover, a significant improvement was seen in the students' perception of their learning and teaching experiences and general life competencies, assessed using the validated questionnaire HowULearn. Negative effects were also identified, requiring further design modification of the tutors' feedback and pedagogical orchestration. Based on our findings, when planning bachelor's degree programs in veterinary science, PBL modules or activities should be considered to promote active learning, engagement among students, and the improvement of problem-solving and team-working skills.

Impact of Physics Modules Based on Problem Based Learning on The Problem-Solving Abilities of Students in the Material of Optical Instruments

The purpose of this study is to ascertain how students' problem-solving skills are affected by the use of a problem-based learning physics module. A nonequivalent control group design and a quasi-experimental research methodology are used. Test instruments in the form of descriptive questions and non-test instruments in the form of a questionnaire on student replies make up the instruments utilized. Students in grade XI at SMA Darul Falah for the academic year 2022–2023 make up the study population. Purposive sampling was used to choose the research sample, resulting in the experimental group consisting of 21 students from class XI MIPA 2 and the control group consisting of 21 students from class XI MIPA 1. For the experimental group, a customized problem-based learning module in physics was employed. The Problem-Solving Ability instrument consists of descriptive questions that have been tested for validity, reliability, difficulty level, and item discrimination. The experimental group's average post-test score was 83.66, compared to 60.09 for the control group. Both groups' data were uniformly distributed and homogeneous. The hypothesis test results indicated that the calculated t-value was greater than the critical t-value, specifically 6.33, which is higher than 2.02 for the post-test data. Therefore, the alternative hypothesis ( ) is accepted, and the null hypothesis ( ) is rejected, indicating an influence of using the physics module based on problem-based learning on students' problem-solving abilities in the topic of optical instruments. Based on the analysis of the questionnaire responses, students' responses improved after the implementation of the physics module based on problem-based learning, with an implementation percentage of 72%. In conclusion, there is an influence of using the physics module based on problem-based learning on students' problem-solving abilities in the topic of optical instruments.

Design and Implementation of a Problem-Based Learning Module in a Clinical Radiography Course to Foster Image Critique Skills: An Evaluative Case Study

Numerous studies have been conducted to examine the effectiveness of problem-based learning (PBL) in higher education programs that prepare health professionals for their clinical careers, such as undergraduate nursing programs. Even though undergraduate nursing education and radiography education have similarities, studies that focus on the effectiveness of PBL in radiography have not been documented in the literature. While the nature of the nursing and radiography disciplines may lead radiography educators to believe that PBL use in radiography education may be appropriate, based on existing research in nursing, its effectiveness and student attitudes need to be researched before curriculum-wide PBL implementation is planned. A mixed methods evaluative case study was conducted to investigate if a PBL module had an effect on radiography students’ image critique skills and their perceptions. Quantitative data collection instruments consisted of a pretest and a posttest to assess students’ image critique skills before and after PBL. Qualitative data collection instruments included a pre- and post-PBL survey, as well as structured reflections after the PBL module. The results showed a statistically significant difference between the pretest and the posttest, suggesting that the PBL module improved image critique skills in radiography students. In addition, students reported to feel significantly better prepared for image critique after PBL, and perceived working in a group as a good way to practice critiquing images. Difficulties reported were related to working in a group and transitioning to PBL, most likely due to being accustomed to lecture-based instruction.

Improving University Students' Critical Thinking and Problem-Solving Skills: How Problem-Based Learning Works during COVID-19 Pandemic?

With the COVID-19 pandemic spreading all around the world, higher learning institutions were forced to shut down or limit the people in contact to control the spread of diseases. Under this circumstance, remote learning that emphasized learning via online setting was embraced in higher education to replace the physical classroom during the pandemic time. This study designed a single Problem-Based Learning (PBL) module using remote learning to examine the students' experience in PBL, and to what extent the PBL module helps students improve their critical thinking and problem-solving skills. The remote learning PBL module was conducted using the reflection method to assess the students' experiences in PBL learning. On the other hand, a set of survey questionnaires was distributed to 34 undergraduate students to gather the responses for the assessment of critical thinking and problem-solving skills. This study employed both quantitative and qualitative analysis to investigate the students’ critical thinking, problem-solving skills and their experience in remote learning PBL. Using paired sample t-test to test the difference between pre- and post- remote learning PBL class, results indicated that there was a significant improvement in students’ critical thinking and problem-solving skills after remote learning PBL class. On the other hand, thematic analysis of students’ feedback on remote learning PBL class- first, second, and third meetings, indicated that students gradually improved their critical thinking and problem-solving skills. Although students implied positive feedback on the class, however, some of them were facing difficulties in understanding the module or physical disruptions that distracted their learning. The findings gave insights for the lecturers to design a suitable learning course during the pandemic time. Moreover, the findings highlighted challenges that gave insights for the lecturers to look at the students’ feedback from time to time to improve the learning mechanisms and to create a better learning environment.

The Effect of Using Ecology Modules on Communication Skills, Cognitive, and Student Attitudes Through Problem-Based Learning

Learning carried out in lectures requires a variety of learning resources to improve students' abilities for the better. During this time, lectures usually only use learning resources that vary little and tend to use only one source so that student learning outcomes are not maximized. This research was conducted to improve student learning outcomes, especially in communication skills and cognitive and student attitudes at Bina Bangsa University. The research method used is ADDIE development research, starting from the stages of Analysis, Design, Development, Implementation, and Evaluation. Module development is carried out by measuring its effectiveness on communication skills using observation sheets, measuring cognitive abilities with tests, and observing attitudes with observation sheets. The application of the module in learning is carried out with a quasi-experimental design. Then, the results are analyzed descriptively with the ANCOVA statistical test using the SPSS application. The results showed improved communication skills, cognitive abilities, and student attitudes. Based on statistical tests, there are differences in the achievement of learning outcomes between the control and treatment classes. In the treatment class, the application of problem-based learning modules showed improved communication, cognitive, and student attitudes. However, based on the value of the gain score, the use of problem-based teaching modules on communication skills and student attitudes is in the range of low effectiveness, while in cognitive aspects, it is in the range of moderate effectiveness. Using ecology modules with problem-based learning is important because real problem-based learning makes learning more contextual, especially in courses that use environmental problems as the main study.

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.

PROJECT-ORIENTED PROBLEM BASED LEARNING (POPBL): AN INITIATIVE TO ENHANCE SELF-ESTEEM AMONG ORPHANS

Self-esteem is embodied by a person when he feels capable of handling life's basic challenges and being worthy of happiness. Countless studies unfortunately indicated that orphans are often deficient of this quality. This paper explores and discusses the implementation of Project-Oriented Problem Based Learning (POPBL) in an orphanage to boost the participants’ self-esteem. The study involved 32 male orphans aged 9 to 16 years old, coming from diverse backgrounds and originated from various parts of Malaysia. Participants were divided into three groups of 11 and 10 members, and each led by a male supervisor or warden. Each group was required to manage and participate in a program called “Sayyidul Ayyam’. The program took place on specified Fridays, and all three POPBL sessions were completed within two months. Each orphan in each group was entrusted with specific roles such as master of ceremony (MC), reciter of the Quran, reciter of the meaning of the Quran, storytellers, Nasyid presenters and finally Doa reciter. Each group was given two weeks to practice prior to their designated Friday and were given the freedom to choose their own roles, their own nasyid etc. Participants’ self-esteem levels were assessed using The Rosenberg Self-Esteem Scale (RSES) before and after completing their tasks. To ensure RSES items were understood by minor participants, individual interviews were conducted to collect data. The RSES uses a scale of 0–30, where a score less than 15 suggested low self-esteem. The findings indicated that after completing the POPBL program, 62.63% (N=20) of the participants demonstrated improved self-esteem, 21.22% (N=7) reported no change, and 15.15% (N=5) experienced a decrease in their self-esteem level. The findings were shared with the Pahang Orphan Welfare Association (PEKAYA) aiming to facilitate its members to adopt the Problem-Based Project-Based Learning (POPBL) module as a tool to strengthen their residents’ self-esteem.

Development of Problem-Based Learning Modules on Environmental Pollution Materials to Improve Student Learning Outcomes

This research was calssifed as a Research and Development (R&D) that aimed to detemine the validity, practicality, and effectivenes of developing problem-based learning module to improve students’ learning outcomes. The samples consisted of 20 students in class X of SMA Negeri 7 PrasetyaGorontalo. This research was conducted to create module tahtreffered to the ADDIE model (Analysisi, Design, Development, Impelemntation, and Evaluation), but it was only limited to the development stage, namely the limited trial develpment stage. The instruments used were interview, validation sheet, and student response questionnaire, implementation of learning (teacher activity), student activity, and pre-test dan post-test. Teh result of module validation analysis with here validators obtained an average score of 85% (very valid). Meanwhile, the result of practicality analysis was observable from the teacher activity which obtained an average score of 93.3% (very good), the student activity in the small group trial obtained an average score of 90% (very good), and the student responses obtained an average score 88% (very feasible). In the meantime, the result of effectiveness analysis were observable from the result of N-Gain analysis in small group trial which obtained an average score of 0.62% (fairly effective). To conclude, the development of problem-based module on enviromental pollution topic intending to improve the students’ learning outcomes had met the valid and practical criteria but has not been effetive due to it only reached a limited trial. However, the module was feasible to use in the learning process.