Problem-based Learning Teaching Research Articles

Exploring Barriers to the Implementation of Problem-Based Learning Pedagogy in Ordinary Secondary School Mathematics in Tanzania

Globally, a significant body of literature ratifies Problem-Based Learning (PBL) as a promising pedagogical approach to enhance mathematics performance in schools. Tanzania, among other countries, has adopted and integrated PBL into its educational framework to improve students’ academic performance. Despite these efforts, the failure rate in mathematics has consistently exceeded 75% in Tanzania's Certificate of Secondary School Education Examination over the past decade. Therefore, this study aimed to (i) explore teachers’ perceptions of the barriers facing them in implementing PBL pedagogy in secondary schools and (ii) explore the barriers to implementing PBL pedagogy as perceived by students in secondary schools. This study employed a qualitative research approach and a case study research design in which simple purposive sampling technique was used to select eight (8) mathematics teachers and forty eighty (48) form four students from secondary schools in Arusha city council. Interview and Focus group discussion were used to collect data on the barriers for effective implementation of PBL pedagogy. Findings from thematic analysis revealed that large class sizes, a shortage of mathematics teachers, insufficient instructional time, inadequate teaching and learning materials, and competence insufficient to implement PBL pedagogy were the barriers. The study recommends that the Ministry of Education, Science and Technology improve the teaching and learning environment, providing in-service training to mathematics teachers on PBL pedagogy and employing more mathematics teachers in schools.

문제중심학습 교육이 간호대학생의 문제해결능력, 자기주도 학습능력, 임상추론역량에 미치는 효과

Objectives The purpose of this study was to determine the effect of problem-based learning education on problem-solving ability, self-directed learning ability, and clinical reasoning competency of nursing students. Methods The research design is a quasi-experimental study with a single-group before/after design. A preliminary survey was conducted on April 3 and 4, 2024, targeting 55 fourth-year nursing students, and a follow-up survey was conducted on April 24 and 25. Data analysis included descriptive statistics, paired t-test, and Pearson correlation analysis using the SPSS Statistics 22.0 program. Results After problem-based learning education, nursing students' problem-solving ability(t=-5.91, p<.001), self-directed learning ability(t=-6.02, p<.001), and clinical reasoning ability(t=-7.39, p<.001) was statistically significantly improved. Conclusions Through this study, it was confirmed that problem-based learning is an effective teaching and learning method in improving nursing students' problem-solving ability, self-directed learning ability, and clinical reasoning competency. Therefore, efforts should be made to strengthen the capabilities of nursing students by expanding subjects that apply problem-based learning in nursing education.

Evaluation of problem-based learning for pharmacology based on a comprehensive analysis in undergraduate students.

Problem-based learning (PBL) has been widely employed in pharmacology teaching. However, the benefits of PBL for undergraduate students have not been clearly demonstrated. We performed a meta-analysis to compare the effects of PBL and lecture-based learning (LBL) in undergraduate pharmacology education. We systematically searched literature databases for comparative studies related to PBL pedagogy in the undergraduate pharmacology curriculum from the inception of the databases to December 2023. The obtained literature was screened according to the selection criteria, and Review Manager 5.4 was used for the meta-analysis of the included studies. A total of 33 comparative studies involving 4425 undergraduate students were enrolled. The standardized mean differences (95% confidence intervals) of the examination scores and students' self-rated scores on learning interest, comprehension of knowledge and thinking ability between PBL and LBL were calculated to be 2.03 (1.53-2.53), 0.50 (0.26-0.74), 0.69 (0.46-0.92), and 1.65 (1.21-2.09), respectively. The risk ratios of the proportion of satisfaction on improving students' learning interest, comprehension of knowledge, thinking ability, self-study ability, and communication skills were calculated to be 2.08 (1.17-3.71), 1.84 (1.26-2.67), 1.42 (1.19-1.69), 1.44 (1.16-1.79), and 1.66 (1.22-2.27), respectively. The current evidence indicates that PBL is more effective than LBL in improving examination scores and student satisfaction in undergraduate pharmacology education.

문제중심학습(PBL) 교수법을 적용한 수업이 간호대학생의 자기주도 학습능력과 의사소통능력, 학업적 자기효능감에 미치는 효과

Objectives The purpose of this study was to examine the effects of flipped learning teaching and learning method on self-directed learning ability, communication ability, and academic self-efficacy of nursing college students. Methods The subjects of this study were nursing students at S University in Jeonnam, and the data collection period was from September 6, 2023 to December 6, 2023.,The collected data were analyzed by frequency analysis, reliability analysis, descriptive statistical analysis, correlation analysis, and paired t-test using SPSS Windows 20.0 Program. Results It was confirmed that the flipped learning method applied class had statistically significant effects on self-directed learning ability, communication ability, and academic self-efficacy of nursing college students.,Also, as a result of analyzing sub-areas of each variable, it was found that there was a significant effect in the recognition ability, learning strategy, learning activity, learning evaluation, interpersonal skills, confidence of academic self-efficacy, self-regulation efficacy, and preference of task difficulty. Conclusions This study is significant in that it verified the effectiveness by applying the problem-based learning teaching method that has recently emerged to the curriculum, and in the future, it is expected that this teaching and learning method will be applied to the curriculum in consideration of various environments and students' levels, and extensive research will be needed to confirm the effectiveness and to add various variables.

The effectiveness of training teachers in problem-based learning implementation on students’ outcomes: a mixed-method study

The aim of this study was to understand the effect of training teachers in problem-based learning (PBL) implementation on students’ outcomes. Mixed methods were used to analyse the quasi-experimental study data. 127 students were divided into three groups: Group A (N = 52) was taught by a trained teacher using the PBL teaching strategy, group B (N = 39) was taught by an untrained teacher using traditional teaching methods, and group C (N = 36) was taught by an untrained teacher using the PBL teaching strategy. The results showed that students whose teachers received training in PBL implementation significantly improved in terms of applying knowledge compared with students whose teachers used traditional teaching methods. The findings also provide robust evidence to show that using PBL teaching methods significantly improves students’ attitudes towards mathematics compared with traditional teaching methods, regardless of the teacher training effect. The key element in training teachers in PBL to improve students’ application of mathematics is training teachers in using metacognitive strategies that facilitate students’ learning processes.

Development of Problem Based Learning Teaching Modules Based on Blended Learning in the Implementation of the Independent Curriculum

The implementation of the independent curriculum in the education system requires teachers to develop teaching modules while conducting instructional activities in the right direction. This research aims to develop a problem-based learning teaching module based on blended learning that is suitable for implementation within the context of the independent curriculum. The type of this research is Research and Development using the ADDIE development model, which stands for analysis, design, development, implementation, and evaluation. In this research, the implementation is limited to the development stage only. The suitability of the teaching module is measured through the validation results of the teaching module, as well as the responses from teachers and students. The subjects of this research are physics teachers and 11th-grade students at SMA Methodist Banda Aceh. Data collection techniques involve the validation questionnaire for the teaching module by experts and practitioners, as well as questionnaires to gather responses from teachers and students. The research data is then analyzed using quantitative descriptive methods with percentage techniques. The overall validation results of the teaching module by content experts indicate a score of 99.7%, construction experts at 91.5%, and practitioners at 90%, all falling under the category of highly valid. Additionally, the results from the teacher response questionnaire show a score of 90%, and the student response questionnaire indicates a score of 86%, both falling into the category of very good. Based on the research findings, it can be concluded that the development of a problem-based learning teaching module based on blended learning is suitable for implementation within the framework of the independent curriculum.

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.

Climate action to enable quality education: exploring the potential of Eco-Schools to reverse the triple education crises in Rwanda

This article presents the results of research conducted between 2021 and 2023 by the Albertine Rift Conservation Society (ARCOS) with 240 partners including teachers, learners and parents in six Rwandan schools. A relational knowledge co-creation methodology was used to gain a shared understanding of education and climate change challenges in the schools and co-create solutions using the Eco-Schools problem-based learning pedagogy. The knowledge co-creation processes revealed a negative relationship at the intersection between climate change and quality education which is interrupting successful implementation of both the Competence-Based Curriculum (CBC), and the School Feeding Programme policies of the Government of Rwanda, affecting national progress towards SDG 4 and SDG 13. However, by integrating climate action projects in the CBC, with practical skills and knowledge from parents and wider community members, education barriers caused by poor school conditions, and poor nutrition, health and comfort of learners are being removed, while the quality and relevance of teaching and learning in schools is being improved. The article therefore proposes the Eco-Schools programme as a potential means of simultaneously addressing the UN’s ‘triple crisis’ of inclusion, quality and relevance. Ultimately, by showing that it is possible to transform education in even the most challenged schools, at a relatively low cost, within a very short space of time (one school year) and without large-scale curriculum reform or infrastructure, the findings of this research promote wider, faster and more optimistic progression toward the UNESCO’s ‘Reimagining Education’ vision and the Greening Education Partnership targets.

Exploring the effects of problem-based learning on English as a foreign language students: a mixed-methods approach in Chinese higher education

ABSTRACT In this mixed-methods study, we investigated the relationship between instructional approach, students’ self-efficacy beliefs, and students’ English language proficiency, as well as the perceptions of the instructor and students regarding problem-based learning (PBL) in a College English course in China. Using path analysis, we assessed the effectiveness of PBL as compared to traditional lecture-based instruction, focusing on PBL’s impact on Chinese college students’ self-efficacy beliefs and English proficiency. We also explored the perceptions of both instructors and students regarding PBL using their qualitative feedback. Two classes of College English (N = 57) at a tier-one university in China were randomly assigned to either a PBL or a traditional lecture condition for one semester, while controlling for students’ initial English placement test scores. The results indicated that PBL instruction fostered students’ English proficiency, and students’ self-efficacy positively impacted their English proficiency, as measured by a national English standardized test. However, PBL did not impact students’ self-efficacy beliefs. Both the instructor and students held positive attitudes towards PBL instruction in the English classroom, and students made recommendations for activities and ways to improve. Further investigation of PBL’s effectiveness is needed to support English as a foreign language students’ language acquisition in a global context.

Improve Problem-Solving Ability through Implementation of Problem-Based Learning Based on Self-Regulation

This research is motivated by the crucial role of mathematics in human development and the significant challenges faced in mathematics education. The research problem is the low quality of mathematics learning outcomes and the need to improve PSA and self-regulation among students. The purpose of the study was to improve students' Problem-Solving Ability (PSA) through the implementation of Problem-Based Learning (PBL) based on their level of self-regulation. The research design is quantitative quasi-experimental research using a 2 x 2 factorial-level design. The population is 430 seventh-grade students from 1st State High School 1 Langke Rembong. Data analysis using a two-way ANOVA. The results showed that PBL had a positive impact on PSA. In addition, the interaction between learning models and self-regulation significantly affects PSA. These findings have implications for classroom practice, proving the importance of applying PBL to improve PSA and the need to develop student self-regulation. The research also highlights the importance of collaboration between PBL and conventional teaching to improve student learning outcomes in mathematics.

Problem-Based Learning (PBL) Methods Within An Independent Curriculum(A Literature Review)

In this article, the author provides an overview of the implementation of problem-based learning (PBL) methods within an independent curriculum. The introduction section introduces the topic and highlights the significance of PBL in education, while the overview of PBL methods section explains the key principles and components of this pedagogical approach. The importance of an independent curriculum is discussed in terms of empowering students to develop critical thinking, problem-solving, and self-directed learning skills. The article then outlines the benefits of implementing PBL, including enhanced critical thinking skills, improved problem-solving abilities, and increased engagement and motivation. Finally, the challenges and considerations of implementing PBL are addressed, such as the need for adequate teacher training and support, the development of new assessment strategies, and the integration of PBL with existing curricula. The article concludes by offering best practices for successful implementation, such as establishing clear learning objectives and outcomes and fostering a collaborative learning environment.

Effectiveness of PBL Pedagogy Combined with Flipped Classroom in the Standardized Training of Resident Physicians

Objective: To analyze the application effect of the problem-based learning (PBL) teaching method combined with flipped classrooms in the standardized training of gastroenterology residents. Methods: Sixty-five resident trainees who were admitted to the Department of Gastroenterology of the hospital from January to December 2023 were selected and divided into the control group (n = 33) and the observation group (n = 32) by random number division method. The control group implemented the traditional clinical teaching method, and the observation group implemented the PBL combined flipped classroom teaching method. The study compared the two groups’ discharge learning performance, trainees’ subjective feeling score, and teaching satisfaction score index. Results: The difference in basic knowledge scores between the two groups of trainees under different teaching modes was not statistically significant (P > 0.05). However, the observation group was significantly higher than the control group in terms of the differences in case analysis, clinical operation skills, and total scores, and the differences were statistically significant (P < 0.05). The trainees of the observation group were more satisfied with the teaching and learning process in terms of learning efficiency, clinical thinking, communication, faculty-student collegiality, teamwork, self-study ability, classroom atmosphere, independent learning, clinical thinking and other subjective feelings of the scores are higher than the control group, the difference is statistically significant (P < 0.05). The observation group teaching total satisfaction rate is 96.87%, significantly higher than the control group’s 75.75% (P < 0.05). Conclusion: The application of the PBL teaching method combined with flipped classroom in the standardized training of residents is effective, which can not only significantly improve the basic theory and practical operation performance of the trainees, but also help to improve their case analysis ability, clinical thinking ability, and doctor-patient communication ability, so it is worthwhile to popularize its application in the clinical scope.

Application of problem-based learning in marketing studies combined with silver-haired business opportunities

Problem-Based Learning (PBL) is an approach that focuses on practical problem-solving and places the student at the center of the learning process. Students work collaboratively in groups to apply theoretical concepts and solve problems. The instructional process consists of two main phases, with each class session divided into two units: teacher-led instruction and group discussions. During the teacher-led instruction unit, the teacher provides explanations of relevant marketing theories. In the group discussion unit, students engage in discussions related to the presented topics. To facilitate these discussions and familiarize students with the PBL teaching model, JAMBOARD and GOOGLE SITE software are utilized as tools during the first phase. In the second phase, the curriculum incorporates the topic of "silver-haired business opportunities" allowing students to gain an understanding of the needs of the old adults and develop marketing strategies specifically targeting this demographic. The effectiveness of PBL in enhancing students' focus, autonomy, learning value, and importance is demonstrated through the application of the Learning Motivation Scale and Learning Attitude Scale. Qualitative research highlights several advantages of PBL in marketing education, including its connection to real markets, promotion of cooperation, fostering of innovation and critical thinking, facilitation of autonomous and interdisciplinary learning, and enhancement of problem-solving abilities. Additionally, a fuzzy Delphi analysis indicates that students highly value effective teaching in the PBL experience.

Application of Seminar Teaching Method Combined with Case-Based Learning and Problem-Based Learning Teaching Models in Oral Clinical Nursing Teaching

Purpose: To analyze the role of the seminar teaching method + case-based learning (CBL) teaching method + problem-based learning (PBL) teaching method in oral clinical nursing teaching. Methods: 13 undergraduate nursing students who entered the department from September 2020 to September 2021 were selected as the control group, adopting conventional nursing teaching methods; 13 undergraduate nursing students who entered the department from September 2021 to August 2022 were selected as the observation group, adopting the seminar + CBL + PBL teaching method. The teaching effects were compared between the two groups. Results: All assessment scores of the observation group were higher than those of the control group; all teaching satisfaction levels were higher than those of the control group (P < 0.05). Conclusion: Adopting the seminar + CBL + PBL teaching method during oral clinical nursing teaching can improve nursing students’ assessment scores, strengthen their core competencies, and enhance teaching satisfaction.

Application of a Combination of Two Teaching Methods in Pediatric Teaching

Pediatrics is one of the clinical professional courses that is highly practical. The traditional single teaching method is inconducive to stimulating students’ interest in learning, resulting in a poor classroom teaching effect. To change the traditional single teaching model and promote and improve the development of pediatric teaching, according to the level of pediatric teaching, colleges can consider combining two teaching methods to carry out pediatric teaching. The main research in this paper is the combination of PBL (problem-based learning) teaching and CBS (case-based study) teaching. An overview of the two teaching methods is first given, and then the application significance of the combination of the two teaching methods is analyzed. Lastly, it explores the specific implementation of hybrid teaching methods in pediatric teaching.

Problem-based life situational issues exploration–Taking the learning effectiveness of artificial intelligence in natural sciences

This research focuses on problem-based learning (PBL) teaching methods and designs artificial intelligence (AI) in facial recognition systems, smart streetlights, and drone as teaching materials. To integrate teaching materials of life situation issues into the natural general curriculum and develop a learning perception questionnaire (LPQ) with validity and reliability to evaluate students’ perception of the curriculum. Based on a valid assessment tool, 56 college students were assessed on their learning of emerging technology contextual issues to evaluate their satisfaction, learning situation, and learning effectiveness. The results of the study are, as follows:<br /> (1) construct teaching materials for AI application in face recognition systems, street lights, and drone situations; (2) develop an LPQ with reliability and validity; (3) most students are satisfied with the integration of AI into PBL teaching; (4) most students believe that the integration of cross-domain learning in different subjects can help improve self-learning effectiveness and ensure continuous learning interest; and (5) many students agree that this course can improve learning outcomes. In the future, the focus will be on teaching practice, incorporating easy-to-use AI textbook content, and enhancing the opportunities for interactive learning; in addition, increasing the number of effective samples in the research to improve the depth of the experiment and the breadth of research.

Effects of a Problem-Based Learning Education Program for Occupational Health Nursing Using Smart Learning on Occupational Health Knowledge and Nursing Professionalism.

This study aimed to develop a problem-based learning program for occupational health nursing using smart learning, and to report the program's effects on occupational health knowledge and nursing professionalism. A quasi-experimental study was performed using a non-equivalent control group pre-test-post-test design. An occupational health nursing problem-based learning program using smart learning was developed, and students produced videos containing problem-solving strategies in groups. The experimental and control groups consisted of 34 and 29 participants, respectively. To collect data, an online survey was conducted before and immediately after the intervention. The experimental and control group's mean scores for occupational health knowledge before the intervention were 5.74 and 7.41, respectively. Additionally, the mean scores for nursing professionalism were 3.45 and 3.66. After the intervention, both the knowledge on occupational health and nursing professionalism score improved to 8.26 and 3.64 in the experimental group. This study reported significant improvements after conducting the occupational health nursing education program. These results demonstrate the need to develop a nursing education program for problem-based learning utilizing smart learning. Moreover, filming videos in cooperation with students can improve the effectiveness of education by improving knowledge.

Use of problem-based learning in orthopaedics education: a systematic review and meta-analysis of randomized controlled trials

BackgroundCurrently, problem-based learning (PBL) has been widely used in many disciplines, but no systematic review has explored the advantages and disadvantages of PBL in orthopaedics education.MethodsWe searched the PubMed, Cochrane Library, Embase, Web of Science, Scopus, Chongqing VIP Database (VIP), Chinese National Knowledge Infrastructure (CNKI), and Wanfang databases up to April 2023 to identify for relevant studies. Relevant studies were identified by using specific eligibility criteria, and data were extracted.ResultsA total of 51 randomized controlled trials with 4268 patients were included. Compared with traditional education, PBL teaching yielded significantly higher knowledge scores (SMD=1.10, 95% CI: 0.78~1.41, P<0.00001), procedural skill scores and clinical skill scores than traditional teaching (SMD=2.07, 95% CI: 1.61~2.53, P<0.00001; SMD=1.20, 95% CI: 0.88~1.52, P<0.00001). Moreover, the total scores were higher in the PBL teaching group than in the traditional teaching group (MD=5.69, 95% CI: 5.11~6.26, P<0.00001). Students also expressed higher levels of interest and satisfaction in the PBL teaching group than in the traditional teaching group (OR=4.70, 95% CI: 3.20~6.93, P<0.00001; OR=5.43, 95% CI: 3.83~7.69, P<0.00001). However, there was less learning time and higher levels of learning pressure in the PBL teaching group (OR=0.12, 95% CI: 0.06~0.24, P<0.00001; OR=5.95, 95% CI: 3.16~11.23, P<0.00001).ConclusionCurrent evidence indicates that PBL teaching can increase knowledge scores, procedural skill scores, and clinical skill scores. Students have higher levels of interest in teaching and higher levels of teaching satisfaction in the PBL group. However, students can feel higher levels of study pressure and experience less study time. The findings of the current study need to be further verified in multicentre, double-blind and large-sample RCTs.

교직이론 과목에서 현장 역량 강화를 위한 혼합형 PBL 수업 사례 연구

This study attempted to present a specific case of blended Problem-Based Learning (PBL) in teacher education course to enhance the field competency of pre-service teachers. The participants were first-year adult learners majoring in Early Childhood Education who were enrolled in the educational psychology course. The blended PBL process was organized by appropriately combining face-to-face and online sessions, following the sequence of 'Course Introduction,' 'Problem Presentation,' 'Subsequent Problem Steps,' 'Presentation of Results and Discussion,' and 'Review and Evaluation of Learning Outcomes.' Five PBL problems were developed, and during the initial five weeks, students were assigned to individually contemplate one problem per week. In the 10th week, a face-to-face group discussion session was conducted. Subsequently, continuous online communication through Learning Management System (LMS) and Social Networking Services (SNS) was maintained, leading to the group presentation of the final project at the end of the semester. The analysis of reflection journals submitted by students after the class was conducted to assess the effectiveness of a blended PBL course. The case presented in this study proposes a form of instructional design that integrates real-world experiences, suggesting a hybrid approach to PBL in education. Furthermore, the application of blended PBL in educational psychology courses suggests the potential to enhance field competency in teacher education courses.

PBL 수업모델을 적용한 항공 객실서비스실무 학습효과

This study applied the problem-based learning (PBL) teaching model to the aviation cabin service practical course offered in the Department of Aviation Service to train airline cabin crew and analyzed its learning effects. For this purpose, the PBL teaching model was applied to 61 students in the Department of Aviation Service in Jeollanam-do for a total of 12 weeks out of 15 weeks of class for 3 credits in the aviation cabin service practical course. The application of the PBL teaching model was conducted in a total of two modules based on the National Competency Standards (NCS). In the self-evaluation of participation in airline cabin service practical classes using the PBL teaching model, learners faithfully presented the learning outcomes of problem-solving activities. In the self-evaluation of the training results, the learners said that they learned a lot about communication problems during team activities and that the overall class activities were helpful in terms of training satisfaction. Through the application of the PBL teaching model, students faithfully presented the learning results of problem-solving activities, became aware of many communication problem situations during team activities, and found that overall class activities were helpful.