Problem-based Learning Strategies Research Articles

Effect of using Problem-Based Learning on the Academic Achievement of Higher Secondary School Students

The quasi-experimental study examines the effect of the Problem-based Learning (PBL) teaching strategy on one higher secondary school student's academic achievement under Thimphu Thromde, Bhutan. The student participants were selected through non-probability convenient sampling techniques. All students of XI Arts (N=30) and XI Commerce (N=38) participated in the study. Class XI Arts students were used as a controlled group and XI Commerce students as an experimental group. The experimental group was taught using PBL, and the control group was taught using the traditional lecture method. The pre-test data were collected through class test 1, and post-test data were collected through class test 2 and 5 points Likert scale survey questionnaire. The results revealed that the experimental group scored higher marks in the class test than the control group. The mean score of the pre-test of the XI Arts and XI Commerce (both controlled group) were 40.75 and 38.81 initially. The mean score of the experiment group's post-test showed 44.73, while the controlled group managed only 43.00. Further, the experimental group had a favorable opinion on the effectiveness of the PBL strategy. The study recommends the implementation of the PBL teaching strategy despite PBL being time-consuming and resource-intensive.

Science Teachers’ Experiences when Implementing Problem-based Learning in Rural Schools

Problem-based learning (PBL) is considered to be an effective teaching and learning strategy as it leads to longer retention of concepts learnt, improves problem-solving skills and enhances critical thinking. However, teachers often find it difficult to implement as they do not receive guidance during their initial training. A professional development intervention lasting four weekends was organised on developing rural science teachers’ knowledge and skills in the use of PBL strategies for teaching circuit electricity. The aim of the study was firstly to explore how rural science teachers’ knowledge and classroom activity change after the intervention and secondly to establish these teachers’ experiences when implementing the strategy in rural schools. Three different instruments, i.e. open-ended questionnaires, interview schedules and a lesson observation protocol, were used to obtain qualitative data from 16 teachers in a total of eight purposively selected schools. The theoretical framework used was the social constructivist theory as it embeds the PBL strategy. Findings indicate that teachers indeed changed their teaching as learners made predictions, formulated hypotheses and were involved in thought-provoking activities. Rural teachers’ experiences were similar to previous findings. However, these rural teachers had to additionally deal with the challenge of large classes and a lack of information technology support in the use of a PBL strategy. The divergence of the language of learning and teaching from the learners’ home language was not found to be problematic. Not all teachers were qualified but according to the classroom observations they all displayed good content knowledge in circuit electricity, even when using PBL strategies.

Features and characteristics of problem based learning

Throughout the years, there appears to be an increase in Problem Based Learning applications in education; and Problem Based Learning related research areas. The main aim of this research is to underline the fundamentals (basic elements) of Problem Based Learning, investigate the dimensions of research approached to PBL oriented areas (with a look for the latest technology supported tools of Problem Based Learning). This research showed that the most researched characteristics of PBL are; teacher and student assessments on Problem Based Learning, Variety of disciplines in which Problem Based Learning strategies were tried and success evaluated, Using Problem Based Learning alone or with other strategies (Hybrid or Mix methods), Comparing Problem Based Learning with other strategies, and new trends and tendencies in Problem Based Learning related research. Our research may help us to identify the latest trends and tendencies referred to in the published studies related to “problem based learning” areas. In this research, Science Direct and Ulakbim were used as our main database resources. The sample of this study consists of 150 articles.
 
 Keywords: Problem based learning, literature review, new trends, technology

Facilitando el abordaje de delirium y síndrome de caídas mediante Aprendizaje Basado en Problemas en estudiantes de pregrado de Medicina en una universidad colombiana

Introducción
 La formación de Geriatría en pregrado en Colombia aún es limitada. El corto tiempo de rotaciones obliga a adoptar estrategias didácticas eficientes. Se diseñó un estudio para evaluar el desarrollo de competencias mediante una estrategia de aprendizaje basado en problemas (ABP) comparado con la metodología tradicional.
 Metodología
 Estudio experimental, enfoque metodológico mixto. Estudiantes de pregrado que iniciaban rotación de Geriatría fueron aleatorizados a una estrategia de ABP (intervención) o de seminarios (control). Se definieron competencias para el abordaje de delirium y caídas/osteoporosis. El desarrollo de las competencias se evaluó a través de una Evaluación Clínica Objetiva Estructurada (ECOE) y prueba escrita.
 Resultados
 18 estudiantes, edad media 21 (19-24). 55.6% mujeres. La prueba escrita final en el grupo ABP fue de 4.02 vs 3.02 en control (p0.0053). El puntaje ECOE en el grupo ABP fue de 2.72 vs 2.03 en control (p 0,0624). Solo 4 estudiantes (pertenecientes a ABP) aprobaron el ECOE. La competencia de trabajo interprofesional tuvo mayor desarrollo en el grupo ABP (3.58 vs 2.04 p 0.0051). La apreciación respecto a la realización de seminarios es que solo demanda conocimiento memorístico; el ABP fortalece el desarrollo de competencias cognitivas y trabajo colaborativo. Respecto a la técnica de evaluación ECOE se resaltó que enfrenta al estudiante a un ambiente más cercano al ejercicio profesional.
 Conclusiones
 El ABP favoreció un mayor desarrollo de competencias en Geriatría tanto en la prueba escrita como en el ECOE. Hubo una mejor resolución de las estaciones concernientes a capacidad de interrogatorio, realización de pruebas funcionales y trabajo interprofesional. Introduction
 Undergraduate Geriatrics training in Colombia is still limited. The short rotation time forces to adopt efficient teaching strategies. A study was designed to assess the development of skills through a problem-based learning strategy compared to the traditional methodology.
 Methodology
 Experimental study, mixed methodological approach. Undergraduate students who started Geriatrics rotation were randomized to an PBL strategy (intervention) or seminars (control). Skills were defined to address delirium and falls / osteoporosis. The development of skills was evaluated through OSCE and written test.
 Results
 18 students, age media 21 (19-24). 55.6% women. The final written test in the PBL group was 4.02 vs. 3.02 in control (p0.0053). The OSCE score in the PBL group was 2.72 vs. 2.03 in control (p 0.0624). Only 4 students (belonging to PBL) approved the OSCE. The interprofessional work skill had greater development in the PBL group (3.58 vs. 2.04 p 0.0051). The appreciation regarding the realization of seminars is that it only demands memorial knowledge; PBL strengthens the development of cognitive skills and collaborative work. Regarding the OSCE evaluation technique, it was highlighted that the student faces an environment closer to the professional practice.
 Conclusions
 The PBL favored a greater development of skills in Geriatrics both in the written test and in the OSCE. There was a better resolution of the stations concerning interrogation capacity, performance of functional tests and interprofessional work.

INFLUENCE OF LEARNING STRATEGIES AND SELF-RELIANCE ON PPKN LEARNING OUTCOMES IN FIFTH GRADE AT SDN 060931 MEDAN

This study aims to: knowing the difference the result of learning PPKn students taught with the learning strategy problem-based learning and concept map of learning strategies, knowing the difference result of learning PPKn students who have learning independence high with students who have learning independence is low, determine the interaction between learning strategies and self-regulated learning is affecting the learning outcomes PPKn. This research is experimental research. The population in this research is all students of class V SD Negeri No. 060931 Medan academic year 2020/2021 which consists of two classes. The sample selected by total sampling technique. The instrument used is the questionnaire of independence in student learning and tests the learning outcomes of students. Data obtained from the research instrument were then analyzed using two-way ANAVA on SPSS 23.0 for Windows. The results showed that: There is a significant difference between the result of learning PPKn students taught with the learning strategy of problem-based learning compared with the learning strategies concept map (Fcount = 23,476 and the value of sig. 0,000 < 0,05), the result of learning PPKn students who have learning independence higher compared with students who have to learn independence low (Fcount = 7,673 and the value of sig. Are 0.008 < 0.05), and there is an interaction between learning strategy and self-regulated learning in influencing the result of learning PPKn students (Fcount = 13,003 and the value of sig. 0,001 < 0,05).

The Effects of Applying the Problem-Based Learning (PBL) Theory on the 11th Grade Scientific Stream Students’ Acquisition of the Concepts of Physics and the Development of Their Critical Thinking Skills

The current study explores the effects of applying the Problem-Based Learning (PBL) Strategy on the 11th-grade scientific stream Jordanian students' acquisition of the concepts of developing their critical thinking skills. This study's significance lies in its emphasis on the worldwide growing tendency to apply PBL teaching strategies that consider developing the students' mental capabilities and creative thinking skills and, consequently, help them solve status-de- facto educational problems face and solve problems in their lives. The researchers used the experimental method in their study, which is based on studying the relationship between the independent and the dependent variables. For this reason, three study student groups, equal in their age, intelligence, academic achievement, social and economic standing, were selected. Two experimental groups were exposed to the independent variable (PBL) method, whereas the third control group was not exposed to the independent variable. Instead, it was taught in the Motion Unit in Physics by using the traditional teaching method. The results of the study were analyzed statistically, applying for the SPSS program. The Arithmetic Mean, the Standard Deviation, the Torsional Modulus, and the T-Test were used for the study analysis. The study results revealed that the two (PBL) experimental groups have proved to be much more superior to the control group's third traditional teaching method.

Students’ experiences about PBL as they learn Developmental Mathematics at a Higher Education Institution in Trinidad and Tobago: A qualitative case study

This action research highlights the experiences of undergraduate students who studied Developmental Mathematics using the Problem-Based Learning(PBL) strategy. They were exposed to fifteen weeks intervention at a Higher Educationinstitution in Trinidad and Tobago called HilltopCollege. A review of the existing literature within the local context indicated that there is a paucityof information about theirexperiences.Consequently, their experiences are critically important since they can be an impetus for the formulation of policy and implementation towards the teaching/learning of Developmental Mathematics inthis country.Thus, it is absolutely necessary that policy makers heed the voices of these students especially when they are formulating curriculum that pertain to Developmental Mathematics. A qualitative case study was conducted to carefully ascertain their experiences and answer the research question: What are students´ experiences with Problem-Based Learning in the study of Developmental Mathematics at Hilltop College? Twenty-four students participated. A structured questionnaire and semi-structured interviews were utilized with four focusgroups. Data were analyzed under six major headings: Approach to teaching, social relationships, resources, pace of teaching, emotional intelligence and the role of the teacher. Recommendations strongly advocating that student-centered strategies be employed when studying Developmental Mathematics were also offered.

The Effect of Problem-Based Learning Strategy on Developing Critical Thinking Skills

The Effect of Problem-Based Learning Strategy on Developing Critical Thinking Skills

Level of awareness and knowledge of osteoporosis among medical students in Riyadh, Saudi Arabia: a cross-sectional study

Background: With the increased prevalence of osteoporosis, proficiency in knowledge of osteoporosis is essential for healthcare providers to prevent and treat this disease. Therefore, it is crucial for future physicians to receive adequate education. Our study aimed to assess osteoporosis awareness and knowledge among medical students training to become physicians. Methods: This was a cross-sectional observational study conducted among a sample of medical students in Riyadh, Saudi Arabia. The study included students from the following universities: Imam Mohammad ibn Saud Islamic University, King Saud bin Abdulaziz University for Health Sciences, King Saud University, and Princess Nourah bint Abdulrahman University during the 2019-2020 academic year. We utilized the revised Osteoporosis Knowledge Test questionnaire, which was administered online. Results: A total of 805 participants completed the online questionnaire (52% male and 48% female). The majority of the students had a grade point average of 4.50 (46.1%). Of a total score of 32 points, the mean knowledge score of the study population was 16.6 ± 4.4 points. The mean exercise score of the study population was 10.7 ± 3.1 points out of 20 points. The mean nutrition score was 14 ± 3.6 points out of 26 points. Conclusions: The level of knowledge of medical students regarding osteoporosis is poor. The need for better education of future physicians in Saudi Arabia regarding osteoporosis must be addressed. The introduction of problem-based learning strategies and community-oriented teaching programs may facilitate greater awareness of the public health impact of osteoporosis.

Features of Problem Based Learning Lesson Plan That Fits into the Realities in the Teaching and Learning of Mathematics for Pre-service Teachers in Ghana

The traditional method of teaching Mathematics has been criticised by researchers as learner passive paving the way for Problem Based Learning (PBL) strategy into the teacher education curriculum in Ghana. This development has aroused concerns about the effectiveness of lesson plans designed for teaching using the traditional method. Consequently, the introduction of a PBL lesson plan that is learner-centred, interactive, and involves the cooperation of learners in small group activities has become indispensable. The study seeks to determine the features of the PBL lesson plan that fits into the realities in the teaching and learning of Mathematics for pre-service teachers at the colleges of education in Ghana. The methodology employed in this study involved a literature review of a traditional lesson plan for pre-service teachers in Ghana alongside a proposed PBL lesson plan for pre-service teachers through a qualitative analysis before the enactment of the instructional process. The result and discussions of the two lesson plans placed the PBL lesson plan as a more constructive and a deeper reflection of the three domains of learning (cognitive, affective, and psychomotor) which are crucial in stating instructional objectives and for teaching Mathematics. The paper recommended that the PBL strategy should be integrated into the teacher education curriculum in Ghana since its features better fit into the realities in Mathematics education in Ghana.

Penerapan Strategi Pembelajaran Berbasis Masalah dalam Upaya Meningkatan Keterampilan Menulis Teks Negosiasi bagi Siswa SMA Negeri 2 Labuapi

This study aims to improve the writing skills of negotiation texts through the application of problem-based learning strategies. This research is a classroom action research with the research subjects of class X MIPA 2 SMA Negeri 2 Labuapi consisting of 25 students. The research instrument used tests, observations, document analysis, interviews, and questionnaires. The data analysis technique used in this research was qualitative and quantitative descriptive analysis. The results of this study indicate that in the process there is an increase in student enthusiasm in participating in learning, student interaction in groups, and student attention. This can be shown from the results of observations during the learning process. The product improvement can be seen with the increase in the students' writing value of negotiating text. In the pre-cycle there were 16 students who had not yet completed it and in the first cycle there were still 6 students who had not finished, and in the second cycle it increased again, that all 25 students had all completed. These results indicate that the application of problem-based learning strategies can increase student activeness in teaching and learning activities and can improve writing negotiation text skills for class X MIPA 2 SMA Negeri 2 Labuapi.

Teaching the wave concept through problem-based learning

The wave movements can be studied from autonomous work done by the student since they are processes in which he can appreciate and understand how the transmission of energy from one part to another without transfer of matter is. Problem-based learning constitutes a good alternative to study the concept of waves since it sequentially leads the student to structure the knowledge to use it in the context, to develop effective processes of reasoning, to develop self-directed learning skills and to motivate him/her to learn, together with the development of the capacity to work in a team and it favors the development of the mathematical physical thought. The research is developed from the multi-method methodological approach developing in-depth interviews to teachers and knowledge tests to students with the purpose of establishing both pre-knowledge and initial situations for structuring the pedagogical intervention and the evaluation of its results. The pedagogical intervention is structured on a quasi-experimental design in which the strategy of problem-based learning is applied to the teaching and learning of physics and is compared with the traditional methodology. The research allows us to conclude that applying the problem-based learning methodology to physics teaching, we obtain better educational yields than with traditional teaching, while it generates a greater motivation and a greater interest in learning. It also allows the student to integrate the knowledge into his or her context, visualize the usefulness of learning and apply knowledge to the solution of problems in his or her environment, in other words, it allows the student to achieve significant learning and therefore a development of mathematical physical thinking.

The Effect of Problem-Based Learning Strategies and Cognitive Styles on Junior High School Students' Problem-Solving Abilities

The Effect of Problem-Based Learning Strategies and Cognitive Styles on Junior High School Students' Problem-Solving Abilities

Evaluation of Centrally Oriented Measures of Education by Project

Objective: this investigation aimed to assess the impact of applying project-based pedagogy to the topic of central trend measures and statistical graphs. Method: the study’s participants comprised ninth-grade students of the Technical Educational Institution Francisco José de Caldas and were divided into two groups: experimental and control. The quasi-experimental design of the study involved three stages: diagnostic groundwork, a six-phase action plan construction, and transformation. Pre- and post- tests were conducted to measure research outcomes. Results: students assigned to the experimental group evinced an improvement in the comprehension of the addressed topics and a significant increase was observed in their communication and problem-solving skills. Discussion and Conclusions: the application of the pedagogic strategy of problem-based learning to measures of central tendency and statistical graphics encouraged students placed in the experimental group to discover statistical answers that would assist them in their daily personal and environmental requirements. It also ameliorated their conceptual comprehension and interpretation, improved their communication abilities and problem-solving skills, strengthened teamwork, and increased their sense of responsibility in comparison to the traditionally taught class.

Impact of Problem-based Learning Strategy on Students' Mathematical Value among Secondary School Students

This study examined the effectiveness of implementing a problem-based learning (PBL) strategy on the mathematical values of the mathematics secondary school. A quasi-experimental nonrandomized control group post-test design was conducted, which consisted of 62 students in two intact groups. 35 students were placed in the experimental group, while 27 students in the control group participated in this study. Students in the experimental group received the PBL instruction strategy, while the control group learned mathematics using conventional instructional in a classroom for eight weeks. Students' mathematical values were measured using a set of rubrics consisting of nine mathematics educational values. The results of this study showed the students from the PBL strategy group demonstrated significantly higher scores than the conventional instruction strategy group in the overall mathematical values and the subscales of accuracy, conjecturing, consistency, creativity, effective organization, efficient working/ strategies, flexibility, persistence, and systematic working. Therefore, it is recommended that the use of the PBL strategy would help students to understand mathematical values better compared to conventional instruction.

Appraisal of Effect of Problem-Based Learning Strategy on Chemistry Students’ Academic Achievement in Senior Secondary Two in Mole Concept in Ahoada West Local Government Area, Rivers State

The study determined the effect of problem-based learning strategy on chemistry students’ academic achievement in SSII in Ahoada West local government area of Rivers State, Nigeria. Two research questions and two hypotheses were used for the study. A quasi experimental, pre-test and post-test design was employed for the study. A total of 80 SSII Chemistry students out of 312 from ten senior secondary schools in Ahoada West LGA were selected through stratified random sampling technique as the sample for this study. One instrument was utilized for this study; namely, Chemistry Achievement Test (CAT) developed by the researchers and was validated by three experts, two from Chemistry education unit and one from research method unit. All from the department of science education, University of Nigeria, Nsukka and was used for data collection. The reliability coefficient of the instrument was established using 20 SSII Chemistry students from a different secondary school that is not part of the study, but the students do possess the same status. Cronbach’s alpha reliability estimate was used to determine the internal consistency of the items which was found to be 0.81. The data collected were analyzed using mean, standard deviation and ANCOVA. The study showed that students in the experimental group achieved significantly higher mean scores than students in the control group. P=0.000<0.05. There was no significant difference in mean achievement of male and female students who were exposed to PBL strategy, P=0.072>0.05. Based on these findings, the researchers recommended among others that Chemistry teachers should be encouraged to utilized PBL strategy as a means of instructions since it enhanced achievement of students in Chemistry. Keywords: Problem-Based Learning, Academic Achievement, Senior Secondary School II Students, Gender, Chemistry DOI: 10.7176/CMR/12-6-05 Publication date: August 31 st 2020

Philosophical Reflections: Critical Analysis of Learning Strategies for Science Practicum During the COVID-19 Pandemic

The purpose of this study is to obtain a critical description of the learning strategy for science practicum during the COVID-19 pandemic. The research method was a qualitative descriptive study. The respondents of this study were lecturers and students of the Natural Sciences within the Indonesia Natural Sciences Tadris Association. The research instruments were in the form of questionnaires and a list of questions related to the learning of science practicum during the COVID-19 pandemic. The results showed the highest percentage of each learning strategy indicator for science practicum used by lecturers as follows: (1) 68.75% for the student center approach, (2) 50% for problem-based learning strategy, (3) 31.25% for self-practicum technique, (4) 31.25% for WhatsApp media, (5) 31.25% for self-assignment evaluation, (6) 93.75% for the indicator of the success of self-practicum, (7) 68.75% social media and signal supporting factors, (8) 31.25% for internet network obstacle, (9) 68.75% for the method to discover the practicum skills by playing the video of student’s results of practicum at home. The recommendation of this study should be carried out independently in each student's home by utilizing tools and materials around their environment and evaluation of learning is done through self-assignments or practicum videos sent to lecturers.

The Effects of a Problem-Based Learning (PBL) Strategies on Nurse Practitioners' Critical Thinking Skills, Communicative Competence, and Clinical Decision-Making Skills in Nursing Education

The Effects of a Problem-Based Learning (PBL) Strategies on Nurse Practitioners' Critical Thinking Skills, Communicative Competence, and Clinical Decision-Making Skills in Nursing Education

PROBLEM-BASED LEARNING STRATEGIES USING MULTIPLE REPRESENTATIONS AND LEARNING STYLES TO ENHANCE CONCEPTUAL UNDERSTANDINGS OF CHEMISTRY

Studies in the area of chemistry teaching discovered that problem-based learning strategies (PBL) effectively improve students’ conceptual understanding. However, there is minimal information about the effectiveness of PBL if it is applied with multiple representations (MR) for the students with different learning preferences. This study aimed to prove the effects of problem-based learning strategies (PBL) using multiple representations (MR) and students’ learning styles on the conceptual understanding in chemistry. There were two whole classes in the Mechanical Engineering Department of Bali State Polytechnic that were assigned to be the experimental group (n =59) and control group (n = 58). Felder-Soloman's Index of Learning Style (ILS) was applied to differentiate the students’ learning preferences, while their conceptual understanding in chemistry was assessed using a test after 6 weeks of treatment. The analysis of covariance (ANCOVA) shows that the conceptual understanding of students taught using PBL strategies with MR was significantly better than those taught using PBL strategies only. Besides, based on the variation of learning styles, students with a visual style had a better conceptual understanding than those with verbal style, but the difference was not statistically significant. The absence of interaction effect between PBL strategies with MR and learning style on students’ conceptual understanding suggests that the support of multiple representations in PBL strategies can effectively enhance students' understanding of concepts in chemistry regardless of their learning style.

BEHAVIORAL BACKGROUND OF CARDIOVASCULAR DISEASE IN PENSIONERS OF VARIOUS PROFESSIONAL TYPES

Studies in the area of chemistry teaching discovered that problem-based learning strategies (PBL) effectively improve students’ conceptual understanding. However, there is minimal information about the effectiveness of PBL if it is applied with multiple representations (MR) for the students with different learning preferences. This study aimed to prove the effects of problem-based learning strategies (PBL) using multiple representations (MR) and students’ learning styles on the conceptual understanding in chemistry. There were two whole classes in the Mechanical Engineering Department of Bali State Polytechnic that were assigned to be the experimental group (n = 59) and control group (n = 58). Felder-Soloman's Index of Learning Style (ILS) was applied to differentiate the students’ learning preferences, while their conceptual understanding in chemistry was assessed using a test after 6 weeks of treatment. The analysis of covariance (ANCOVA) shows that the conceptual understanding of students taught using PBL strategies with MR was significantly better than those taught using PBL strategies only. Besides, based on the variation of learning styles, students with a visual style had a better conceptual understanding than those with verbal style, but the difference was not statistically significant. The absence of interaction effect between PBL strategies with MR and learning style on students’ conceptual understanding suggests that the support of multiple representations in PBL strategies can effectively enhance students' understanding of concepts in chemistry regardless of their learning style.