Problem-based Learning Techniques Research Articles

Fostering Decision-Making and Ethics: Problem-Based Learning for Female Tertiary Learners in Israel

<p style="text-align:justify">This study aimed to evaluate the impact of problem-based learning (PBL) within a teaching unit on the advancement of ethical reasoning and decision-making skills among Israeli female tertiary students. Employing a quasi-experimental design, 48 female students were distributed into three groups, with two serving as control groups receiving conventional curriculum-based instruction and one as an experimental group exposed to the PBL methodology. Both before and after implementation, all groups underwent assessments using a decision-making competency test and an ethical reasoning scale. The results unequivocally demonstrated the significant enhancement of decision-making abilities and ethical thinking through the implementation of the PBL strategy. Comparative analysis revealed substantial improvements in the experimental group compared to the control groups, emphasizing the efficacy of PBL in fostering comprehensive skill development. Furthermore, a positive correlation between ethical thinking and decision-making skills further reinforces the beneficial outcomes associated with PBL. These findings advocate for the widespread integration of PBL techniques across various academic disciplines.</p>

Characteristics of the mobile problem based learning flipped classroom (mPBLFC) mathematics learning model: a systematic literature review

The problem and the aim of the study. The mPBLFC model combines elements of problem-based learning (PBL) and the flipped classroom, incorporating the use of mobile devices. Problems arise in developing the mPBLFC model, including the combination of PBL steps into a flipped classroom and the integration of mobile technology. This research aims to provide relevant references to serve as a guide for developing the mPBLFC model, specifically designed for mathematics learning. The objective of this study is to scrutinize the attributes of the mPBLFC learning model through a comprehensive literature review. Research methods. This research, conducted through a comprehensive literature review using the PRISMA method, investigates 46 selected articles that have passed through identification (1,000 papers), screening (247 papers), eligibility (90 papers), and inclusion stages (46 papers). These 46 articles provide a general description of the year of publication, research geography, research object, research subject, and the developed model. After obtaining a general overview of the articles, a more in-depth review is conducted regarding the various components of the learning models they have developed. Subsequently, the mPBLFC model is synthesized and can be implemented in mathematics learning. Results. An overview of articles reviewed from 2017–2023 based on geography reveals the following distribution: Southeast Asia (37.14% of the reviewed articles), East Asia (25.71%), the United States (2.86%), West Asia (11.43%), Australia (5.71%), and Europe (5.71%). The distribution of articles based on research objects indicates a focus on mathematics (26%), science (17%), social (7%), and other (50%). Furthermore, articles are distributed based on research subjects across elementary school/SD (6%), middle school/SMP (15%), high school (SMA)/vocational school (SMK) (33%), and higher education/PT (46%).The mPBLFC model is an innovative blend of mobile PBL techniques, incorporating learning activities both before, during, and after classes, all facilitated through mobile devices. The integral components of the learning model encompass (a) learning syntax, (b) support systems, (c) social systems, (d) the reaction principle, and (e) learning effects. Conclusion. These characteristics encompass (a) a targeted focus on mathematics education with the aim of enhancing high school students' critical, computational, and creative thinking skills; (b) a structured approach involving preclass, in-class, and out-of-class learning activities; (c) a fundamental principle emphasizing students' ability to gather, share, and explore various problem-solving strategies while comprehending the steps to solve problems; (d) preclass activities that encompass problem orientation, understanding key concepts, and exploring a variety of problem-solving resources, allowing students to engage independently with diverse learning materials; (e) classroom activities that include discussions, experiments, problem-solving sessions, collaborative information sharing, and presentations, with the teacher transitioning from facilitator and mentor preclass to guide and support students' activities in class; and (f) a positive impact on students, fostering their drive to seek, share, and apply various information while enhancing their problem-solving skills.

Effectiveness of selected small group teaching methods for undergraduate medical students on basic concepts of epidemiology: A quasi-experimental study.

Teaching epidemiology to young medical students using traditional teaching techniques is fraught with myriad challenges. Incorporating innovative small group teaching (SGT) approaches that promote active learning, practical application, and critical thinking can help in overcoming these challenges. To identify the most effective SGT method from selected three approaches [tutorial technique (TT), problem-based learning (PBL), and fishbowl technique (FBT)] to teach the basic concepts of epidemiology to the third-year undergraduate medical students of a private medical college in Puducherry, Southern India. A quasi-experimental study was conducted among third-year undergraduate medical students for 6 months. The sample size was calculated to be 60 using the nMaster 2.0 sample size software. Three groups were formed with 20 students each. A pre-test, which included fifty multiple-choice questions covering topic one, was conducted for students in all three groups. An SGT session on topic one (dynamics of disease transmission) was held on the same day by different facilitators for three groups A, B, and C using the TT, PBL, and FBT, respectively. After 6 weeks of the SGT session for topic one, a post-test using the same questions was organized for all three groups to identify the effectiveness of each SGT method. The above sequence of events was followed for topic two (study designs) and topic three (investigation of disease outbreak) among all groups in the subsequent months. A written informed consent was sought from all students. The collected data was entered in MS Excel 2010 and analyzed using SPSS 21. The pre- and post-tests for all topics in all three groups were compared using a paired t-test, and an ANOVA test was used to find any difference between the groups. The mean post-test score in each of the three groups for all topics had improved when compared with the mean pre-test score, which was significantly different between the three groups. Further, the mean score of group B (PBL group) was found to be higher than group C (FBT) but not significantly higher compared to group A (TT). The mean score of the feedback where the participants were asked to rate the overall session was found to be high in group B (PBL) followed by group A (TT). PBL and TT were found to be an equally effective way of small group methods for teaching-learning epidemiology in medical school.

Implementation of Integrated Problem-Based Learning and Storytelling Technique on Learning Outcomes and Attitudes Towards Chemistry

Implementation of Integrated Problem-Based Learning and Storytelling Technique on Learning Outcomes and Attitudes Towards Chemistry

PBL METHOD AND LEARNING MOTIVATION ARE INFLUENCED STUDENTS READING COMPREHENSION SKILL

his study aims to find out whether problem-based learning methods and learning motivation have an impact on the reading comprehension skills of eighth-grade students at SMPN 39 Palembang. 60 students from SMPN 39 Palembang were selected as samples for this study using a two-stage random selection procedure during the academic year 2022–2023. A factorial research design was used in this investigation. Tests and questionnaires were used to get the data.. When the data were studied using paired sample t-test, independent sample t-test, and two-way ANOVA test findings of 0.000 0.05, it was discovered that problem-based learning methods had a substantial impact on students' reading comprehension skills. Second, problem-based learning techniques have a considerable impact on students with low learning motivation who struggle with reading comprehension. Thirdly, students who use problem-based learning strategies and have high levels of learning motivation have a major impact on their ability to comprehend what they read. Finally, significant interactions between motivation and learning affect how well students understand recount texts taught by PBL and how well they understand SMPN 39 Palembang. Hence, both high and low-learner-motivation students benefited from the PBL approach.

Application of Problem-based Learning Models Assisted By Liveworksheets Towards Students' Mathematical Creative Thinking Ability

The ability to think creatively mathematically of students is relatively low.The purpose of this research is to determine whether employing the Liveworksheets-assisted Problem Based Learning technique influences students' mathematics ability to think creatively. This study used quantitative research methods and a non-equivalent post-test only control group design. The sampling technique employs non-probability sampling. The sample for this study consisted of two classes with 71 students.The normality and homogeneity tests are used in quantitative research as part of the preconditioning test. In this study, the hypothesis was tested using an independent sample test. This study's findings illustrate students' mathematics creative thinking ability in experimental classrooms influenced by the usage of the Problem Based Learning model using liveworksheets. This demonstrates that the experimental class's students have a greater potential for mathematical creative thinking ability than the control class.The application of problem based learning models assisted by liveworksheets influences the student’s mathematical creative thinking ability.

E. I. Nikitina’s practical methodology for speech development: traditions and innovations (to the centenary anniversary of the scientist’s birth)

The article provides a general idea of the formation and evolutionary dynamics of E. I. Nikitina’s methodological system created to develop schoolchildren’s speech. This approach is embodied in the teaching materials and study guides by the scientist-practitioner. The research convincingly proves that the scientist built and methodologically supported a holistic, multi-aspect system for the speech development of schoolchildren from the 1st to the 10th forms. E. I. Nikitina herself called it a practical methodology for speech development. As the main results of the study, this paper gives evidence that the textbooks by E. I. Nikitina, on the one hand, continue the Russian educational traditions of schoolchildren’s speech development. On the other hand, they facilitate those innovations that characterise the modern methodological system of teaching the Russian language. The article shows that E. I. Nikitina’s practical methodology for speech development is particularly notable for the systematic exploitation of the educational potential of Russian language lessons based on working with text. Moreover, her approach provides methodological support for forming students’ communicative competence; it promotes schoolchildren’s speech development in conjunction with the development of their thinking. The methodology is oriented to creative speech development in schoolchildren; it systematically implements problem-based learning techniques which are relevant in the modern educational paradigm, as well as facilitates critical thinking, reflective techniques, and so on.

Peningkatan Motivasi Belajar Pak Dengan Model Pbl Materi Gereja Pada Fase F Kelas XI SMKN 3 Magelang

There is a problem of a lack of motivation to learn and critical reasoning abilities in students in learning Catholic Religious Education and Characteristics in terms of competency achievement, students are able to understand the meaning and meaning of the Church in Phase F of Class XI SMKN 3 Magelang in the 2023/2024 academic year. So this research aims : Knowing the effectiveness of applying the PBL learning model in increasing motivation and critical reasoning skills in learning Catholic Religious Education and Characteristics in terms of competency achievement, students are able to understand the meaning and meaning of the Church in Phase F Class XI SMKN 3 Magelang in the 2023/2024 academic year. This type of research is Classroom Action Research using 2 cycles. With research variables learning motivation, critical reasoning and Problem Based Learning techniques. The population of students who are Catholics at SMK Negeri 3 Magelang. The sample of class XI students is Catholic with a total of 4 students. Data collection techniques in this study were observation and questionnaires. Cycle 1 motivation obtained the highest interest questionnaire score of 27 on behalf of Chornelia in the competent category, the lowest score of 15 on behalf of Agatha was included in the appropriate category. If seen from the average interest score of 20.5 in cycle 1, this is included in the proficient category. Attention in cycle 1 gets an overview of the highest score of 26 on behalf of Chornelia including the proficient category, the lowest score on behalf of 15 Agatha is included in the appropriate category. The average attention score of 20.3 in cycle 1 is included in the proficient category. Meanwhile, the highest participation score of 25 on behalf of Cornelia is in the competent category, while the lowest score of 16 is in the appropriate category. The average participation score of 20.3 is included in the proficient category.The results of the study show that the percentage of motivation in cycle 1 is only 51% of the motivation that appears in learning, so it needs to be increased again so that learning objectives are achieved. Critical reasoning ability Cycle 1 obtained the highest critical reasoning questionnaire score of 22 on behalf of Chornelia included in the proficient category, the lowest score of 8 on behalf of Agatha was included in the appropriate category. If seen from the average score, a score of 14 is included in the feasible category. So it is necessary to increase the ability of critical reasoning so that learning objectives can be achieved optimally. The percentage of critical reasoning abilities shows that the ability of students has only reached 50%, so there is also a need for improvement so that learning objectives can be achieved optimally. Furthermore, cycle 2 motivation obtained the highest interest questionnaire score of 37 on behalf of Cornelia included in the proficient category, the lowest score of 19 on behalf of Agatha was included in the appropriate category. If seen from the average interest score of 29.8 in cycle 2, this is included in the proficient category. Attention in cycle 2 gets an overview of the highest score of 34 on behalf of Chornelia including the proficient category, the lowest score on behalf of 19 Agatha is included in the appropriate category. The average attention score of 28.3 in cycle 1 is included in the proficient category. While the highest participation score of 34 on behalf of Cornelia is in the proficient category, the lowest score is 21 in the proficient category. The average participation score of 27.8 is included in the proficient category. The percentage of critical reasoning abilities in cycle 2 can be seen that only 78% of students have motivation that appears in learning, already showing an increase in achieving learning goals. The final conclusion is that the use of the PBL model in teaching Catholicism in Church material for class XI SMKN 3 Magelang can increase motivation and critical thinking skills.

The effect of a problem-based learning model on high school students' human values

Different methods are needed in the field of vocational education to ensure that students associate the knowledge they have learned with real-life situations. Considering that problem-based learning (PBL) techniques also have important effects in the context of human values, this study aimed to investigate the effects of PBL models on high school students' human values. A mixed-method approach and expansive sequential pattern were used. Quantitative data were obtained through a quasi-experimental method that employed the Human Values Scale as a measurement tool, applied to 32 vocational and technical high school students in Turkey. In the qualitative dimension, focus group interviews were conducted with six student participants. Non-parametric statistical techniques and content analysis were performed, and results showed that there was a strong relationship between the PBL model and students’ human values; human values were positively affected and increased in all but one of the scale items. It was concluded that PBL can result in high-level learning outcomes and has a positive effect on learning and human values in general.

Improving exposition writing proficiency through the application of problem based learning method for senior high school students

The low level of proficiency among students, coupled with the fact that teaching writing in schools in particular receives little attention, is the driving reason behind the research. The majority of students psychologically perceive writing assignments as a hardship since they feel less capable of using the Indonesian language accurately and effectively. Teachers typically lack variety in the methods they use from a methodological standpoint. These factors led to the use and testing of a problem-based learning approach at SMA Negeri No 2 Dewantara, North Aceh. This study sought to ascertain whether problem-based learning techniques could enhance students' expository writing skill. From the result, it can be inferred that there are differences between how well students who learn using the PBL model and those who learn using a traditional approach write exposition texts. The pupils in the experimental class's mean post-test score of 91.3 serves as evidence for this. This is greater than the control class students' post-test mean score of 62.0. It is concluded that using a problem-based approach enhances students' ability to produce expositions that adhere to the exposition's criteria.

Problem-based distance learning as a method of forming Clinical Thinking of Medical university Residency students

Introduction. The paper examines the problem of the formation of clinical thinking of a medical specialist in a remote format, identifies ways and means of its solution.Purpose setting. It is important to reveal a contradiction between the development of professional medical skills in practice and the lack of direct contact with the patient in remote interaction, where students of medical universities face the problem of the impossibility of contact with the patient, which, in turn, complicates the formation of their clinical thinking and, in the future, negatively affects the work of the doctor.Methodology and methods of the study. Experimental work is being carried out to study the practical application of problem-based learning techniques in the distance format of residency students in the formation of their clinical thinking. The pedagogical conditions associated with the use of problem-based learning methods in the formation of clinical thinking of students in residency are substantiated and proposed. 54 first-year resident doctors in various clinical specialties participated in the study as respondents. The study was conducted in November 2021 during the period of study in the discipline «Pedagogy».Results. As a result of the work carried out, conclusions are drawn that the practical application of problem-based learning techniques, as a method of forming clinical thinking in distance learning, has a certain educational effect. In a remote format, this technique transfers students in residency from listeners of subject material to active participants in educational work, allowing them to form clinical thinking in conditions of limited communication with patients.Conclusion. In the course of experimental work, it was found out that the distance learning format during the pandemic gave many resident doctors the opportunity to become part of the practical level of healthcare, having the possibility to combine study and work.

The implementation and effects of contemporary Problem-Based Learning techniques in the field of chemistry

Chemistry courses are seeing an increasing inclusion of the relatively novel methods of Problem Based Learning (PBL). With roots dating back to 18th Century philosophers, it aims to develop the Higher Order Cognitive Skills (HOCS) of prospective graduates, alongside other transferrable skills and social benefits that traditional teaching has failed to build upon. The utilisation of real-world problem-solving projects in chemistry modules has a wide array of seemingly verifiable benefits but a lack of trained facilitators and minimal exposure of students to PBL at lower levels provides significant drawbacks to the methodology. This review looks at the pros and cons of PBL in detail to estimate its viability in future chemistry courses around the world.

Problem-Based Learning Method for Improving the Learning Achievement of Students

The issue with this study is the low levels of student learning outcomes and learning activities in the sample IPS2 individuals. The objective of this project is to raise student learning outcomes and active learning achievement in social studies. PTK, or classroom action research, is the term used to describe this sort of study. Planning, action implementation, observation, and reflection are all phases of research. The information used in this study came from watching student learning outcomes and activities in Social Sciences 2 courses. According to the recapitulation data, the first cycle's average percentage of learning activities was 63.8%, and the second cycle's average percentage was 89.34%. This demonstrates an increase in student learning activities. In cycles I and II, respectively, the average student learning outcome was 42.22% and 71.04%. This demonstrates that social studies 2 student learning outcomes have improved. The minimum completeness score (71.04%) is obtained, according to the recapitulation of learning activities and student learning outcomes using problem-based learning techniques. Thus, applying the problem-based learning method can improve learning outcomes and learning activities of class C1 IPS2 students of the PGMI FAI-UMI Makassar Study Program.

The Effectiveness of Problem-Based Learning in Improving Critical Thinking and Problem-Solving Skills in Medical Students: A Systematic Review of Fifteen Years’ Experience (2005-2019)

Background: An ongoing challenge for medical education in the twenty-first century is determining the best method to foster problem-solving and critical thinking in learners. These higher-order aptitudes help to prepare medical doctors for practice in a rapidly evolving health system. In medical education, Problem-Based Learning (PBL) is an instructional pedagogy in which pupils are challenged to seek answers to authentic patient scenarios in small groups. PBL techniques are proposed as one method to enhance pupils’ learning abilities including critical thinking and problem-solving. Aim: This systematic review was conducted to search for evidence from the past fifteen years of literature, demonstrating the capability of PBL to improve critical thinking and problem-solving skills for medical students. Review Question: Is there evidence to support the capability of PBL to improve problem solving and critical thinking skills in medical students? Methods: The search process was conducted through electronic databases on publications related to the impact of PBL, particularly, on two fundamental skills; critical thinking and problem-solving for medical students. The search process was restricted to publicationsbetween January 1, 2005 and December 31, 2019. Four electronic databases were searched, namely; Medline, PubMed, EMBASE and Scopus. The Best Evidence Medical Education (BEME) guidelines were utilised to guide the way this systematic review was conducted. Quality assessment was performed through rating the evaluation methods of the included studies. This rating was through employing a five-point Likert scale (1= strongly disagree to 5= strongly agree) for each study in relation to three items; the appropriateness of study design, the implementation of the study as well as the appropriateness of data analysis. The rating for each study was then mapped to a grade from grade 1 (low) to grade 5 (high), which aligns with the BEME strength of the study findings. Results: Searching the four aforementioned databases produced 657 publications, including 249 duplicates. Therefore, 408 publications were screened based on their titles against inclusion and exclusion criteria, leaving 86 articles to screen their abstracts. A further 9 articles were manually obtained such that a total of 95 articles were obtained for a review of their abstracts. Forty-one met the criteria for full text review. Following the full text review, twenty-nine articles were excluded. Therefore, twelve studies were included in this systematic review. The BEME strength of study findings were as follows; only two of the reviewed studies were graded as grade 5, four were graded as grade 4, and six were graded as grade 3. Of the twelve studies reviewed, only five studies provided evidence in support of the capability of PBL to improve critical thinking and problem-solving skills among medical students. Two of these five studies were graded as grade 5 and two were graded as grade 4, while one was graded as grade 3. Discussion: The available evidence in this systematic review provided limited support of the claim that PBL improves medical students’ critical thinking and problem-solving aptitudes. Only five studies provided evidence in support of this claim, while the remaining seven studies did not. Two of these seven studies assessed only the knowledge, comprehension, and application domains, as their evaluation of problem-solving and critical thinking abilities was based on student perspectives. A further two of these seven studies, where the description provided either for case-analysis tests or modified essay questions, did not give an actual indication for measuring critical thinking and problem-solving skills. Another two of these seven studies did not describe their written tests i.e. case-analysis tests and proxy questions that are purported to measure higher-order skills, including critical thinking and problem-solving. This prevented the use of the findings from these two studies as evidence to support the specified review question. The remaining study reported that PBL students’ scores in the final assessment did not improve significantly (p>0.05) compared to the initial assessment. Conclusion: There is very little published evidence over the last fifteen years supporting the claim that PBL improves critical thinking and problem-solving skills in medical students. Therefore, recent practice is not based on evidence. As such, investigations are required to legitimise the claims that PBL improves critical thinking and problem-solving skills for medical students. Key words: Problem-Based Learning, Critical Thinking and Problem-Solving Skills, Medical Students

The Effect of Learning Strategies and Learning Autonomy on Civics Learning Outcomes

Most students believe civics education is a complex and difficult field of science, resulting in a low score. The challenges that arise can be overcome through the use of innovative learning strategies.The focus of this study is to analyses the impact of learning strategies and learning autonomy on student Civics learning outcomes. This study's sample consisted of 60 students chosen at random using a multistage random sampling procedure. The information in this study was collected using test instruments and questionnaires.The statistical analyses were performed using variance analysis (ANOVA) with a significance level of = 0.05.The findings revealed that: Civics learning outcomes were higher among students taught with problem-based learning strategies than students taught with project-based learning strategies; and there was a significant interaction between learning strategies and learning autonomy on Civics learning outcomes. This study concluded that students with high learning autonomy should be taught utilizing problem-based learning techniques and project-based learning strategies because they can increase student Civics learning outcomes. Students with minimal learning autonomy who are taught problem-based learning strategies and project-based learning strategies, on the other hand, show no significant differences in Civics learning outcomes.

The effect of students’ readiness and achievement in online learning integrates problem-based learning pedagogy during the COVID-19 pandemic

This study aims to use the Problem-based Learning (PBL) method associated with social constructivism to enhance student readiness and achievement for high school English in online learning in China. Considering those in the context of the pandemic, teaching is shifting to online but lacking in more effective interaction. This pedagogy is applied in quasi-experiment research in Guiyang city, Guizhou province. Paired sample t-test is conducted in the experiment on students’ readiness and results show a positive increase ( M = 6.24) after the intervention t (49) = 6.77, p = .001 ( p < .05), and a significantly raising in dimensions of social competencies with classmates are M = 3.56, t (49) = 6.89, p = .001, communication competencies are M = 2.38, t (49) = 5.81, p = .001 respectively. Furthermore, a significant difference is found in students’ achievement post-test when covariate the pre-test, F (1, 97) = 11.46, p = .001, partial eta squared = .11. Students’ readiness can be improved when adopting the PBL techniques and activities through online learning. This approach has proven helpful, adaptable, and beneficial to learn English, especially for high school students who are forced to study online.

Profile of PBL Model Assisted by Digital Books to Improve Problem Solving Ability of High School Students on Dynamic Fluids

This research was conducted with the aim of analyzing the problem-solving ability profile of high school students as a consideration in applying the Problem Based Learning (PBL) model based on digital books on Dynamic Fluids. The survey method used is a preliminary survey method. Data collection techniques for written exams, questionnaires, and interviews with teachers and students. This research was conducted in Gresik district with a total of 143 high school students from 5 classes in class XI, there were 78 boys and 67 girls. This study was conducted in the even semester of 2020/2021. Written test data were analyzed descriptively qualitatively. From the results of research based on problem-solving abilities that were tested on 143 students in the low category with a range of 0-40 as many as 133 students consisting of 76 men and 58 women. Medium category with a range of 41 – 70 as many as 9 students consisting of 0 boys and 9 students. While the High category with a range of 71 - 100 as many as 1 student, namely 1 female. Applying PBL techniques will improve students' problem-solving skills. Therefore, it can be concluded that in order to improve students' problem-solving skills, they need updates in learning, such as the application of an attractively packaged PBL learning model that is adapted to the current learning era

Penerapan Model PBL Berbasis PPT Berbantuan Soal Cerita untuk Meningkatkan Minat dan Hasil Belajar Siswa

This Classroom Action Research (CAR) aims to increase students' interest and learning outcomes in mathematics at SMK Bhakti Praja Margasari by applying problem-based learning (PBL) techniques. This research uses problem-based learning about story questions that other researchers have rarely done before. This research was conducted by adapting the Kemmis and McTaggart model into four stages: planning, implementation, observation, and consideration. A total of 32 students of class XAKL 1 SMK Bhakti Praja Margasai were used as the subjects of this study. Three tools were used to collect data: a questionnaire, an observation sheet, and a test. Learning outcomes data were analyzed quantitatively, while interest and practice data were analyzed qualitatively. The analysis showed that the students' interest in mathematics and their learning outcomes increased from the initial state. At the end of the second cycle, the PBL learning method met the objectives/ criteria for success. This means that 75% of students have reached the KKM. Students' interest in learning also meets the goals/criteria for indicators of success. This means that 78.13% of students are interested in learning in the "very high" category and 18.75% of students are interested in learning in the "high" category. Some conclusions from this CAR are: First, after a two-action cycle, the PBL method was proven to increase interest in learning and learning outcomes for students of class X AKLI 1 SMK Bhakti Praja Margasari. Second, the growth of student interest in learning is appreciated by the active role of students through the use of PBL. Third, presenting mathematical problems through narrative questions that are close to the context of students' daily lives, thus facilitating understanding of abstract mathematical concepts and increasing not only student interest but also learning outcomes. Fourth, the success of PBL implementation is highly dependent on the consistency of the teacher acting as a facilitator. The results of this study provide empirical evidence about the importance of planning, monitoring, and improving CAR-based learning.

Perceiving the Suitability of Adopting Problem Based Learning Pedagogy for Technical Education Entrants

Abstract: During campus Interviews, the student's cognition is the Employers desideratum. They have incertitude regarding the same due to the scholastic system which is exam-oriented. It thus is an obligation on the teacher's part to ascertain that students get more proactive during the classroom sessions. Problembased learning (PBL) could be an effective alternative tool for boosting their interest and involvement in technical education. As Symbiosis Institute of Technology is an autonomous body, the freedom of adopting a different teaching method was used. In this study, the first week of the academic semester was converted into a week full of PBL activities instead of regular classes on a cohort of students from diverse background. This was done to understand if students could apply pre-requisite knowledge that they gained through regular tutelage. To test the usefulness of the concept of PBL in technical education, few activities were planned to introduce students to new concepts allied with the course structure of that semester. The study showed that students had limitations in the application of prerequisite knowledge and 10% couldsolve the problem completely. 62% of students were successful in doing new tasks using the PBL technique. 8% of students were able to reach to correct solution. Thus, student engagement can be boosted by the use of PBL pedagogy in technical education. Keywords: Problem-based learning, Technical Education, Engineering, Employability

Trapped at the crossroads: Does problem-based learning make a difference? The moderating role of traditional mode of instruction

This study was set out to establish if adopting problem-based learning (PBL) techniques would effectively address the teaching and learning challenges at the University of Kisubi (Unik). Using Faculty of Education as a study sample, the quasi-experimental pretest-posttest nonequivalent group design was utilized where a class of 39 students was assigned to control group (19) and experimental group (20). The pretest results revealed that the performance of the two groups did not statistically differ (p-value = 0.409 > 0.05). However, the mean scores indicate that students in the experimental group performed slightly better than their counterparts in the control group (X‾ TMI = 53 < X‾ PBL = 57.10). Although improvement was observed in both streams at the posttest level (p-value 0.0384 < 0.05) for control and experimental (p-value = 0.0329 < 0.05), respectively, their mean scores did not statistically differ (X‾ TMI = 53 < X‾ PBL = 57.10). But there was a consistent improvement in learning effectiveness with a consistent corresponding reduction in cognitive overload in PBL stream, although on average, PBL was as effective as the traditional mode of instruction (TMI). This therefore stands to reason that replacing TMI with PBL method is not the ultimate solution to the teaching-learning challenges faced by the Faculty of Education at the moment, rather, understanding how learning takes place in a particular academic culture and how those learning activities mutually shape each other to influence the acquisition of knowledge, desirable attitude, and skills should be the cornerstone to creating an enabling learning environment at the faculty.