Use Of Problem-based Learning Research Articles

Promoting Deep Learning In First-Year Physiology Through Structured In-class Activities: Building a Bridge for Success

The transition from high school to university is often a diffcult journey for learners. From data we have collected (unpublished), many students report successful use of surface learning strategies in secondary school, such as highlighting and memorizing their notes or rote recall using flash cards. As such, most students continue using these same techniques in first-year STEM courses1, such as physiology. Furthermore, first-year learners are often unsure how to change their study habits, even after receiving a disappointing midterm grade, as most post-secondary students report that they have not been taught how to study2. This leads to the reinforcement of surface learning, creating a larger knowledge gap as students progress into upper-year courses without having achieved deeper learning in pre-requisite courses. Although many universities offer learning strategy workshops, it has been shown that teaching students these skills within the context of their course work is the most effective3. We hypothesize that modelling deep learning strategies through a variety of weekly hands-on activities will positively influence students’ self-reported study strategies, leading to the incorporation of these active learning techniques in their personal study time. Our first-year physiology course is a pre-requisite for both Kinesiology students and those in the Foods and Nutrition program. Approximately 420 students are enrolled and includes those in science and non-science majors. We have 12 tutorial sections of approximately 40 learners each and 21 weeks of tutorials over the academic year. These tutorials serve as active learning sessions that apply lecture content from the week earlier. Each week, we have designed activities such as concept mapping, case studies, card sorting, problem set worksheets, and Play-Doh modelling, to name a few. Students complete a learning attitude survey after each activity, where quantitative and qualitative data is collected, and two test-your-knowledge exit questions on the content covered by that activity. Students experience each activity in both semester 1 and semester 2, although for different course material. We will present examples of activities used during tutorials as well as preliminary data, which is currently being collected, on the learning attitudes submitted by our students for these activities. We anticipate that as deeper learning strategies are modelled in tutorials, students will be more likely to adapt these techniques as they study. We also anticipate that repeated exposure to the same learning activity in semester 2 will positively influence their attitude toward the usefulness of that tool. Physiology educators have embraced a shift away from didactic lectures to expand the use of problem-based learning in recent years. Our study contributes concrete examples that any educator could implement in their classroom and the associated learning attitudes regarding each activity from a diverse group of students taking their first physiology course. References cited: 1Cook, A. and Leckey, L. (1999) Do expectations meet reality? A survey of changes in first-year student opinion. Journal of Further and Higher Education. 23: 157-171. 2Kornell, K. and Bjork, RA. (2007) The promise and perils of self-regulated learning. Psychonomic Bulletin & Review. 14: 219-224. 3Hattie, J., Biggs, J., and Purdie, N. (1996) Effects of learning skills interventions on student learning, a meta-analysis. The Journal of Experimental Education. 66: 99-136. No support or funding. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

General Problem-solving Skills Can be Enhanced by Short-time Use of Problem-Based Learning (PBL)

Future students are confronted with a complex world that demands the ability to solve problems in unstructured, undefined, and unfamiliar situations. The aim of the present study was to investigate the development of problem-solving skills through the implementation of Problem-Based Learning (PBL). While previous research has primarily focused on content-related and long-term measurements when examining the effects of PBL, this study took a different approach by exploring the general increase in problem-solving skills resulting from PBL. The sample consisted of 90 second-semester students who were assessed at three different time points using three subscales of the Wilde-Intelligenz-Test I & II: analogies (AL), letter series (BR) and numerical series (ZN). The findings revealed a significant improvement in general problem-solving abilities within the PBL group. These results provide valuable insights into the impact of PBL on the development of general problem-solving skills, even within a domain-independent and short-term context. Lecturers are encouraged to consider implementing PBL in their study programs, as it equips graduates with the necessary skills to tackle the challenges of today’s dynamic and constantly changing world.

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.

Improving Students' Reading Comprehension of Narrative Text Through Problem Based Learning

This research was conducted to improve students' reading comprehension of English narrative texts through problem-based learning at SMAN 5 Tasikmalaya Class X in the 2022/2023 academic year. This research is concerned with how using problem-based learning can improve students' reading comprehension of narrative texts. This research uses classroom action research. This is carried out in two cycles. Data can be classified into qualitative and quantitative. Qualitative data was analyzed using observation and interviews. Quantitative data was analyzed using students' pretest and posttest scores. Based on qualitative data, this research found that the use of problem-based learning can effectively improve students' reading comprehension. Students can obtain information from the text well. The reading text provided can make students feel interested and can improve their ability to analyze the text. As a result, they perform better understanding. The findings of this research are also supported by the results of the average student reading comprehension score which increased well from 68 in cycle I to 80 in cycle II. In short, the use of problem-based learning can improve students' reading comprehension of narrative texts.

The Power of PBL and TPACK: Catalysts for Elevating Students' Writing Learning Outcomes

The English writing learning process is crucial in English language education, but it often faces challenges such as limited resources and ineffective teaching methods. To address these issues, this study explores the use of Problem-Based Learning (PBL) integrated with Technological Pedagogical Content Knowledge (TPACK) in the context of English as a foreign language (EFL) learning, specifically in the writing course. The research aims to investigate how the integration of PBL and TPACK can enhance students' writing learning outcomes (assessing their content and clarity, structure of the writing, and language quality). The research follows a Classroom Action Research (CAR) design with a quantitative approach. The subjects consist of 10th-grade students from a public high school in Pasuruan Regency, with a total of 33 participants. Data collection instruments include pre and post writing tests and observation. Data analysis is conducted using Microsoft Excel, employing percentages. The findings demonstrate that the implementation of PBL integrated with TPACK leads to significant improvements in students' writing learning outcomes. In the pre-cycle, the pass percentage was only 39.39%, while in cycle I, it increased to 75.76%, and in cycle II, it reached 93.94%. This study contributes to the development of curricula and teaching methods for English writing. These findings have important implications for future writing instruction that can help improve students' writing learning outcomes. This study’s limitations are constraining the applicability of its findings to diverse educational environments and a relatively brief timeframe. Future research could explore cross-cultural variations, delve into extended research periods, and compare the effectiveness of PBL and TPACK with alternative teaching models in EFL education.

THE IMPLEMENTATION OF PROBLEM-BASED LEARNING IN THE TEACHING OF READING AT HIGHER EDUCATION LEVEL

Problem-Based Learning (PBL) is one of the teaching methods highly promoted in the status quo, especially in EFL classes. Regarding this, numerous studies indicate that PBL is effective in enhancing student learning performance, particularly in enhancing problem-solving abilities and self-efficacy learning. However, research on PBL's use in Indonesia, particularly in EFL reading classes, is still barely to be found. Hence, this study is aimed to investigate the implementation of PBL in EFL reading classes by means to investigate how the stages of PBL were implemented and to see what PBL principles have been achieved in the learning activity. This study is produced from qualitative research in the form of a case study, where observations were done during the learning process. The findings indicate that PBL is applicable to be implemented in higher education because the teacher’s actions cover all stages of PBL. However, there is still one principle that must be considered namely student collaboration. One of the expectations of teachers for students is that they can have critical thinking and be able to learn independently, therefore, this can be achieved by making PBL a learning method in the classroom.

Problem-based learning for shifting and TVET Electrical Engineering lecturers’ practices: A scoping review

Problem-solving capacity is continuously gathering prominence in the Engineering education programmes of most institutions of higher learning. Embracing problem-based learning is necessary for Electrical Engineering lecturers in technical and vocational education and training (TVET) so as to shift from teacher-centred to student-centred teaching approaches which engage students in the learning process. Despite this, research on the use of problembased learning in TVET contexts by Electrical Engineering lecturers is limited. In this study, we conducted a scoping review to identify those key components which are necessary for the effective implementation of problem-based learning in a TVET Electrical Engineering programme. Our findings indicated that the problem, the facilitator and the students are the three components noted as essential constituents that are vital to the effective implementation of a problem-based learning strategy in TVET Electrical Engineering programmes. Our findings stress that, in addition to the three components, the type and nature of the problem, including the philosophy of the subject or the programme, need to be considered before inculcating problem-solving capabilities in TVET Electrical Engineering lecturers.

Analysis of Teacher Response to Problem Based Learning Model and Scaffolding Model in Science Subjects

Purpose of the study: This study aims to evaluate teachers' responses to two learning models, namely problem-based learning and scaffolding, in the context of science subjects at Junior High School Negeri Satu Atap Pematang Jering.&#x0D; Methodology: The methodology used was descriptive quantitative research with a population of teachers in the school. The research sample consisted of 16 teachers selected by purposive sampling. Data were analyzed using descriptive statistics.&#x0D; Main Findings: The main finding of this study shows that most teachers (75%) in Junior High School Negeri Satu Atap Pematang Jering responded positively to the use of problem-based learning and scaffolding models in science learning. These results indicate that both learning models effectively improve the quality of teaching and students' understanding of science materials.&#x0D; Novelty/Originality of this study: The novelty of this research lies in its specific focus on analyzing teachers' responses to problem-based learning and scaffolding models. This research contributes to the existing literature in this field by providing a deeper understanding of how these two learning models can be applied in science learning in secondary schools. The results of this study can serve as a guideline for teachers and schools in selecting and implementing effective learning strategies to improve teacher competence and student learning outcomes in science subjects.

PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) PADA MATERI PERUBAHAN LINGKUNGAN UNTUK MENINGKATKAN MOTIVASI BELAJAR DAN HASIL BELAJAR KOGNITIF

This study aims to determine the learning motivation and cognitive learning outcomes of students in the subject of environmental change using the problem-based learning (PBL) method. This type of research is Classroom Action Research (CAR) with 2 cycles. Each cycle consists of the stages of planning, implementing actions, observing, and reflecting. The subjects in this study were students of SMAN 1 Kamal class X-6 with a total of 36 students. Data was collected using observation, interviews, questionnaires, and test questions. The instruments used were questionnaire sheets and multiple-choice test sheets, which were then analyzed using quantitative descriptive analysis techniques. The results of the study show that the use of problem-based learning (PBL) models on environmental change material can increase learning motivation and cognitive learning outcomes of students. The percentage of students' learning motivation towards learning through the PBL model in cycle 1 with the very good category was 2.78%, the motivation to learn in the good category was 52.78%, and the sufficient category was 44.44%. In cycle 2 there was an increase in the very good learning motivation category by 11%, the good category by 75%, and the sufficient category by 14%. The percentage of cognitive learning outcomes of students who met KKM standards in cycle 1 was 69.44% and increased in cycle 2 by 86%.

The Effects of Problem-Based Learning on Academic Achievement in Ecology Concepts among Science Education Students in Gusau

The study investigated Effect of Problem-Based Learning on academic achievement in Ecology Concepts among Science Education Students in Gusau. Quasi-experimental pretest, post test control group design. The population comprised of one thousand two hundred and twenty five Biology SS11 students from 11 public Senior Secondary Schools in Zaria metropolis. A sample of 137 students from two schools was randomly selected. The study involves two groups- experimental and a control group. The experimental group was taught Ecology concept using Problem-based learning while the control group was exposed to the same concept using Conventional Method. One instrument was used for data collection Namely Ecology Achievement Test. The instrument was duly validated and have reliability coefficient of 0.87, using Pearson Product Moment Correlation statistic. Two research questions and two null hypotheses were formulated and answered using Mean and Standard deviation statistics and Independent Samples t-test at alpha 0.05 level of significance. The major findings reveals a significant difference between mean academic achievement scores in favor of the experimental group. Based on the findings, it was recommended among others, that workshops, seminars and conferences should be organised for Biology teachers on the use of Problem-Based learning among science education students in Gusau.

Problem-based learning methods: Is it effective for developing madrasa teacher social competence in teaching?

Developing social competence of madrasa teachers is increasingly popular in the classroom, but of these teachers, mixed results (without clear reasons) are reported. This study aims to see if increasing the use of problem-based learning (PBL) by madrasa aliyah or senior high school teachers in Indonesia increases their social competency in education. This study employed a quasi-experimental technique and data from PBL intervention program to investigate how PBL is connected with teacahers’ social competency and was analyzed using a t-test. In general, the social competence of madrasa teachers is solely treated as a predictor of the practice of teaching Islamic religious education. Still, we discovered that the greater use of PBL in learning can favorably affect the social competence of madrasa teachers. PBL is positively associated with student involvement and teaching in learning among the madrasa teacher social competency subscales. However, according to data analysis, students’ favorable responses to Islamic religious education learning practices can moderate the link between PBL and the social competency of madrasa instructors. This study has significance for the PBL model’s growth in strengthening the social competency of madrasa teachers learning Islamic religious education.

IMPROVING STUDENT'S WRITING SKILL THROUGH PROBLEM BASED LEARNING BY USING PICTURE ON DESCRIPTIVE TEXT

This research aimed to improve the students’ skill in writing. It used Classroom Action Research (CAR). The method used by the researcher was problem-based learning by using picture. The Research subject were students’ of class VII A in SMPN 1 Sukorame consisting of 32 students. The Classroom Action Research was conducted 4 days on the date 12th, 15th, 16th and 17th August 2022. The researcher collected the data using test and observation sheet. After collecting the data, the researcher analyzed the data using the normality test and paired sample T-test. The results showed that there was a significant difference between the results of the pre-test and post-test. This can be seen from the average increase in pre-test and post-test scores, namely 56.28 for the pretest and 77.47 for the post-test. The use of problem-based learning by using picture in teaching writing can also improve the classroom situation in writing. In this case it can be seen the participation of students in the introductory part of the descriptive text, students listen and observe carefully and students do the exercises given with enthusiasm. Based on the paired samples test, it is known that sig. (2-tailed) 0.000, while alpha (α) 0.05 (0.000 &lt; 0.05) means that Ho is rejected and Ha is accepted. In other words, the application of problem-based learning by using picture on descriptive text of students' writing skills increased.

Vocational Students’ Perception of The Use Problem-Based Learning in Speaking English

This study was conducted based on the regulations of the Ministry of Education and Culture related to the teaching and learning process for SMK students, SMK PGRI 3 Malang has attempted to apply problem-based learning methods, which are believed to be methods that help students face real problems in the field. world of work because it can help improve students' speaking skills. Meanwhile, studies on students' perceptions of the use of problem-based learning in their speaking skills are still under-explored. Therefore, this study aims to determine the perception of SMK students about the application of problem-based learning in their speaking skills. This study uses a survey design with SMK PGRI 3 Malang student population, while the sample is 102 students. Data were collected by conducting a survey using a questionnaire. This study's findings imply strengths in applying problem-based learning in the classroom. Furthermore, the researcher revealed that students positively perceived using problem-based learning on their speaking skills.

Teachers’ Perception towards the use of Problem-Based Learning for Teaching and Learning of Mathematics in Lagos State Secondary Schools

In a method called issue-based learning, students learn about a subject by collaborating in groups to find a solution to an unrestricted problem. The motivation and learning are driven by this issue. The study is a descriptive survey that aims to find out how teachers in secondary schools in Lagos State feel about using problem-based learning to teach and learn mathematics. The study was conducted at Corona Secondary School in Lekki and St. Saviours High School in Ikotun, both in Lagos State, Nigeria. 247 instructors from Corona Secondary School and 205 from St. Saviours High School in Lagos State, Nigeria, make up the study's population. 100 instructors from the two schools in Lagos state were the study's sample. 100 teachers were part of the study's sample. Candidates were picked through a stratified sampling process. The instrument used for the study is a standardized 30-item questionnaire called Teachers Perspective towards the use of Problem-Based Learning for Teaching and Learning of Mathematics in Lagos State Secondary Schools (TPTPBLTLMLSSS). The study used both face validity and content validity. Pearson product moment correlation was used to generate reliability co-efficient of 0.72. The statistical methods employed for the study were mean and z test.

Penerapan Pembelajaran Berbasis Masalah untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas XII-MIA-3 MAN 1 Kota Bima Pada Semester Genap Tahun Pelajaran 2021/2022

The purpose of this research is to describe the learning outcomes and increase in student learning activities. This research is a class action research (CAR) designed in two cycles. This research was conducted in Class XII-MIA-3 MAN 1 Kota Bima in the Even semester of the 2021/2022 Academic Year. The results of this study indicate that; 1) The application of problem-based learning can improve student learning outcomes in learning mathematics in Class XII-MIA-3 MAN 1 Kota Bima. Improved learning outcomes can be seen from the test results of meetings 1 and 2 cycle I and also the results of tests at meetings 1 and 2 cycle II. This increase in learning outcomes is due to students experiencing a learning process where students can find answers to problems formulated by the teacher based on the data and facts they have obtained and can generalize the knowledge they have obtained; 2) the use of problem-based learning can increase student learning activities in learning mathematics in Class XII-MIA-3 MAN 1 Kota Bima. The increase occurred from each meeting of each cycle and from cycle I to cycle II. Students are also interested in paying attention to the material being presented and have the courage to ask questions related to the material being studied. This can be seen from the average score of students in cycle 1, which is equal to 78.00 and the average value of students in cycle II is .84.83 so that there is an increase of 6.83. Meanwhile, if seen from the percentage of students who did not complete the Cycle I was 33% and 67% completed. Meanwhile in cycle II, only 6% remained incomplete and 93% completed.

Exploring the use of problem-based learning in clinical embryology training

ABSTRACT Problem-Based Learning (PBL) is an effective teaching method in many fields, in particular the medical disciplines. Clinical embryology deals with all aspects of assisted conception including insemination and embryo transfer. Clinical embryologists deal with daily issues that require troubleshooting and problem solving. The aim of this study was to explore and share the use of PBL teaching in a clinical embryology training programme. Students were given real-case scenarios and tasked with formulating a solution. A survey of questions to evaluate the PBL session was developed using a 5-point Likert scale. The scores obtained from these tests were assessed and analysed using Mann-Whitney U-tests (p = 0.05). The PBL teaching offered a format for students to develop critical problem-solving skills in a safe environment, which encourages learning through problem solving by creating a usable body of knowledge and clinical skill, which are imperative for clinical practice.

The Effectiveness of the Problem Based Learning Module on Student Learning Outcomes in the Material of One Variable Linear Equations and Inequalities at SMP Negeri 29 Sijunjung

This research is motivated by the low results of students' mathematics learning. The purpose of this study was to find out whether the use of problem-based learning (PBL)-based modules was effective in increasing student learning outcomes in the material of one-variable linear equations and inequalities at SMP Negeri 29 Sijunjung. This type of research is experimental research using a quantitative approach with the one-group pretest-posttest design. The research population was all students of class VII SMP Negeri 29 Sijunjung. The sampling technique used in this study is random sampling. The sample class for this study was class VII 3. The research instrument used was the pretest and posttest, in the form of an essay test with a reliability of 0.696. Furthermore, testing the hypothesis using the t test. The results showed that after using PBL-based modules it had an average value of 71.96 and before implementing PBL-based modules it had an average value of 16.05. The results of the hypothesis test obtained tcount = 4.89 and ttable = 1.708, then tcount ttable so that the hypothesis is accepted. Thus it can be concluded that the Problem Based Learning (PBL) based module is effective in improving students' mathematics learning outcomes.

Improving the capacity and diversity of local public health workforce to address climate impacts to health through community partnerships and problem-based learning.

All aspects of society are affected by our changing climate. Individuals and communities experience the health impacts associated with climate change most every day, whether or not they realize it. Increasing both the knowledge and capacity to respond to the health impacts of climate change will be imperative for future public health leaders. This manuscript will highlight three case studies in how problem-based learning was used by California State University, East Bay's Department of Public Health undergraduate students to address climate change issues for local community and government organizations. The results from problem-based learning collaborations between undergraduate students and community and government organizations have been mutually beneficial and increased the knowledge and workforce capacity of climate and health in the San Francisco Bay Area. The authors believe the use of problem-based learning is an effective model to achieve these goals. Both the students and the community benefit from these experiences and results of projects that enhance an organization's ability to prepare for and respond to climate change in their communities.

Pengaruh Problem-Based Learning (PBL) Terhadap Keterampilan Berpikir Kritis Siswa SMA pada Materi Perubahan Lingkungan

Abstract. The purpose of this study was to determine the effect of a problem-based learning model (PBL) on the critical thinking skills about changes in the environment. This study adopted a quasi-experimental model with a non-equivalent group design. The subjects of this study are 10th students at SMA Negeri 1 Genteng for the 2020/2021 school year. The sampling technique used purposive sampling and chose 30 students in each of the experimental and control classes. Critical thinking skills data collection using 20 multiple choice questions tested for validity and reliability. Data analysis using independent sample t-test. The results show that there is a significant effect of the problem-based learning (PBL) model on students' critical thinking skills (p=0.000). Problem-based learning (PBL) has a greater influence on critical thinking skills than conventional learning. The use of problem-based learning (PBL) models on the topic of environmental change encourages students' critical thinking skills to be able to solve problems related to environmental change.Keywords: problem-based learning, critical thinking skills, environmental change

Effect of problem-based learning on students' attitude towards learning physics: a cohort study.

Background: Attitude is a learning scale that informs which approach should be used to call students to school. It can be seen a supporting tool that informs teachers, policymakers, and researchers of the needs for raising interest in learning a certain subject, such as physics. This study aimed at determining the effect of problem-based learning on students' attitude towards learning physics. Methods: The study followed a quantitative approach with a quasi-experimental design employing cross-sectional survey techniques. The participants of the study were 419 13 th-grade physics students of the 2020/2021 school year in both Ugandan government and private secondary schools. Among these students, one group was taught using problem-based learning instruction while another group was taught using traditional instruction for 12 weeks. Data were collected using a standardized tool called Views About Science Survey. Using Microsoft Excel 2016 and Statistical Package for Social Scientist version 23.0, descriptive and inferential statistics were used to determine a significant difference between experiment and control groups. Results: It was found that both problem-based learning and traditional instructions caused a statistically significant positive effect on students' attitudes towards physics. However, the experimental group gained more positive attitude than the control group as they were more inclined towards the expert-like attitude (thinking like a scientist in a domain) than their counterparts due to the problem-based learning approach they learned in. Conclusions: Therefore, it was concluded that problem-based learning is a more effective method of teaching physics than traditional methods. Hence, we suggest that secondary school teachers need to adopt the use of problem-based learning in the teaching of science concepts, especially physics.