Implementation of Problem Based Learning to Solve Real Life Problems

2007 Leadership Academy for Educators

The purpose of this study is to reveal the effectiveness of contextual teaching and learning (CTL) and problem-based learning (PBL) approaches on students' interest. This study was quasi-experimental research with pretest-posttest group design. The population of this research was all students of grade VIII of State Junior High School 9 Yogyakarta. Then, the sample involved 34 Junior High School students in each class that has been taken using purposive random sampling. The first experiment class used Contextual Teaching and Learning (CTL) approach, and the second one used the Problem-Based Learning (PBL) approach. The instrument was the interest questionnaire which was given to the students before (pretest) and after treatment (posttest). The data were analyzed using one sample t-test with a significance level of 5% to find out the effectiveness of CTL and PBL approaches on students' interest. Then, the data were analyzed using independent sample t-test to compare the effectiveness of both approaches. The results showed that both CTL and PBL methods were effective in terms of students' interest mean scores. The comparison result demonstrated that CTL was more effective than PBL to improve the interest of junior high school students.

Background: Although a problem based learning (PBL) program in community medicine was introduced over a year ago, student perceptions about the same had not been elicited. This study was conducted to ascertain the perceptions regarding the PBL program from a representative sample of students completing the same.Methods: This cross-sectional study was conducted among 32 semester 7 medical students in a private medical college in south India. Data were collected anonymously after obtaining written informed consent. Students rated their own involvement in the PBL program; confidence across broad PBL areas before and after the program; usefulness of the broad PBL areas; and how likely they were to use the broad PBL areas, using a 10-point rating scale. Statistical analyses were performed using EZR (version 1.36). Descriptive statistics, Mann-Whitney U test, Wilcoxon signed-rank test, Cronbach’s alpha were employed.Results: Of the participants, 20(62.5%) were female. There was a statistically significant difference in perceived confidence across all broad PBL areas following the program, compared to ratings before the program. The median overall rating for the program was 8/10. Greater student involvement was significantly associated with higher ratings for confidence following the program; usefulness in most broad PBL areas. Male gender was significantly associated with high ratings in some broad PBL areas.Conclusions: A PBL approach can improve student perceptions of confidence in generic skills. High student involvement is key to good student perceptions regarding a PBL program.

مستخلص: هدفت الدراسة إلى التحقق من فعالية برنامج قائم على مدخل التعلم القائم على المشکلات problem-based learning في تنمية مهارات الکتابة لدى الطلاب ذوي صعوبات التعلم بالمرحلة الابتدائية، واتبعت الباحثة المنهج التجريبي، حيث تکونت عينته من مجموعة تجريبية (30) طالبا من طلاب الصف الخامس الابتدائي، مشخصين على اظن لديهم صعوبات في الکتابة باللغة الإنجليزية، تم عمل قياسين قبلي وبعدي على مقياس مهارات الکتابة، وأظهرت النتائج فعالية البرنامج في تنمية مهارات الکتابة اليدوية والتهجئة والتعبير الکتابي والکتابة کعملية والکتابة کمنتج والکتابة ککل، وتمت مناقشة النتائج، وتقديم بعض التوصيات والبحوث المقترحة في ختام الدراسة. Abstract The study aimed to examine the effect of using Problem-based Learning (PBL) Approach on developing EFL writing skills among students with learning disabilities in the 5th year at the primary stage. The study begins with a review of literature and previous studies dealing with Problem-based Learning and writing skills. The researcher prepared a list of writing components as a guide for the design of the instruments. The researcher designed a pre/post writing test and a rubric for learners with writing disabilities. The researcher also designed the proposed program. Participants were a group of students with learning disabilities in writing (n= 30) to get involved in the program's activities. Participants were submitted to a pre and posttest. Then, the scores were analyzed. The results showed that PBL Approach was highly effective in developing target writing skills of the participants.

This paper discusses the problem-based learning (PBL) approach used in a subject called “Issues in Tertiary Teaching and Learning” that forms part of a Graduate Certificate in Tertiary Education at Victoria University. The first author took the subject as a student while the second author taught the subject and views the experience from the viewpoint of both student and teacher to show how ICT and the PBL approach can support real-life learning. The paper first discusses the PBL approach and then describes the problem-based learning approach used in the subject. The use of ICT was a central component in the approach, and a discussion is presented on how the characteristics of the technology assisted in delivering quality learning experiences. The overall discussion shows that (1) the approach has the potential to encourage deep learning, but this seems to be dependent on the degree of relevance of the problems posed to the individual student; (2) real life learning, in this case, did not revolve around finding “one right answer” to a situation or to developing expertise in a subject area, but being able to approach a situation using systematic problem solving skills; (3) real life learning implies responsibility on the part of the student to both “own” and manage their learning; and (4) the use of ICT in this instance supported the process and was an integral part of the learning environment and learning activities.

This study aims to improve the ability of solving mathematical problems and learning motivation in primary school through learning by using problem-based learning (PBL) approach. The method used is a free variable experimental method (quasi experimental) with design control group is not equivalent. Population in this research is all class V in Sumedang South. Meanwhile, the sample is the students of class V SDN Sukaraja I (control) and SDN Sukaraja II (experimental). Instruments used in the form of problems of mathematical problem solving skills, learning motivation attitude scale, teacher performance observation sheet and student activity, and student response questionnaire. Result of research with significance level α = 0,05 shows that conventional approach and PBL approach can increase the ability of mathematical problem solving and student's learning motivation. The improvement is influenced by the performance of the teacher which done well so that the students can follow the learning very good.

This study investigated the comparative effectiveness of Problem-Based Learning (PBL) and Lecture-Based Learning (LBL) in the teaching of redox reactions to Senior High School students in Ghana. The central objective was to examine which of the two pedagogical approaches yields better achievement outcomes, as measured by students’ mean scores in knowledge, comprehension, and application of redox concepts. The study was designed to provide evidence for determining which method is more suitable and effective for enhancing learning in chemistry classrooms, particularly for abstract and challenging concepts such as redox reactions. A pure experimental design was adopted, involving 36 Senior High School chemistry students who were randomly assigned to two groups: the PBL group (experimental) and the LBL group (control). Both groups were assessed through a series of pre-tests, immediate post-tests, and delayed post-tests. These assessments were carefully structured to capture three levels of learning outcomes: knowledge recall, conceptual comprehension, and application of redox principles. The use of the t-test helped establish the level of equivalence between the groups and to determine the statistical significance of observed differences in performance. While both groups demonstrated similar prior knowledge, students taught through PBL consistently achieved higher performance across knowledge, comprehension, and application of redox principles in both immediate and delayed assessments. These results indicate that PBL promotes deeper understanding and longer-lasting learning compared to the traditional lecture approach. These findings provide robust evidence that PBL enhances not only short-term learning gains but also long-term retention of redox concepts. By engaging students in problem-solving activities and encouraging active participation, PBL allows learners to develop a more meaningful understanding of abstract chemical processes compared to the traditional lecture approach, which often emphasizes rote memorization. Educationally, the findings highlight the value of learner-centered strategies in improving students’ mastery of abstract chemistry concepts. By actively engaging students in problem-solving and critical thinking, PBL supports meaningful learning rather than rote memorization. The study therefore underscores the need for chemistry teachers and curriculum developers to adopt PBL approaches to enhance conceptual understanding, retention, and problem-solving skills at the Senior High School level.

This study aims to address the low student participation in Catholic Religious Education (CRE) learning in class VIII of SMP St. Fransiskus II, East Jakarta. Preliminary observations revealed students’ lack of engagement in class discussions, presentations, and group activities, which is suspected to result from the continued use of conventional teaching methods. To overcome this, the study implements the Problem-Based Learning (PBL) method, which emphasizes contextual problem-solving and student-centered learning. Using the Classroom Action Research (CAR) model, the study was conducted in two cycles consisting of planning, action, observation, and reflection stages. Learning activities were designed based on the PBL approach. Data were collected through observation sheets focused on student participation indicators such as discussion activeness, presentation ability, group collaboration, and task completion. Quantitative data were analyzed descriptively, while qualitative data from teacher reflections and field notes were used to explore learning dynamics. The findings showed a notable improvement in student participation: from 65% in the first cycle to 85% in the second. All indicators improved, including more active involvement in discussions, better presentation quality, and timely task completion. Qualitative data supported these results, showing increased student motivation, enthusiasm, and collaboration. In conclusion, the implementation of the PBL method effectively enhanced student participation in CRE learning. It not only increased activeness but also supported the development of critical thinking, collaboration, and communication skills. The study suggests PAK teachers consider adopting the PBL method to improve engagement and learning outcomes.

Purpose – Learning is a series of important processes in an effort to maximize knowledge transfer between educators and students. The problem-based Deep Learning approach is one of the solutions to increase students' reasoning in understanding a material. Methodology – This study employs a descriptive qualitative approach. The collected data serve as the primary source of information. The data are then analyzed using Miles and Huberman's theory through three stages: data collection, data reduction, data display, and conclusion drawing/verification. Findings – The results showed an increase in students' critical reasoning as shown through observation of their analytical exposure in solving problems. This indicates a significant contribution of the deep learning approach to problem-based learning in an effort to strengthen students' deep understanding of the material being taught. Novelty – This study offers a novel integration of the problem-based learning model with a deep learning approach in the context of Islamic religious education, specifically the analysis of Hadith content narrated by Abu Hurairah. Unlike previous studies that often treat religious learning as rote memorization, this research demonstrates how students can develop critical reasoning and deep conceptual understanding through analytical engagement. It provides a new pedagogical framework that links religious text analysis with higher-order thinking skills. Significance – This study is particularly beneficial for Islamic education practitioners, curriculum developers, and educators in secondary schools, especially those seeking innovative methods to enhance students' comprehension of religious texts. Furthermore, it contributes to the broader field of educational methodology, offering insights for researchers and policy-makers interested in implementing student-centered and thinking-oriented learning strategies across different subject areas.

The aim of this interpretive qualitative case study was to conduct exploratory and evaluative research around the potential of problem-based learning (PBL) to foster meaningfulness in post-primary Physical Education in Ireland, specifically aligned with the Health-Related Physical Activity (HRPA) curriculum model of the Senior Cycle Physical Education (SCPE) framework. The study was a 12-week, interpretive case study with two data collection points in one Irish post-primary school. Methods for data collection were focus group interviews, one-on-one interviews, a teacher-researcher journal and questionnaires. The data analysis involved a thematic analysis approach. Implementation challenges arose such as adapting to changes in practise, insufficient class time allotment and a lack of supports for teachers. However, the learning experienced through a PBL approach in SCPE during this study was meaningful for students as it corresponded directly with students' future lives outside of school. Simultaneously PBL facilitated students' social and academic learning, promoted a more inclusive environment that was accessible to students, and allowed for student ownership of their own learning. PBL was also effective in educating students to apply SCPE content to future problematic situations. Thus, PBL enabled opportunities for transformative learning to occur. The findings of this study suggest that a PBL approach can be adapted to other subjects across post-primary senior cycle education. PBL also aligns with experiences viewed as desirable for senior cycle students by the National Council for Curriculum and Assessment (NCCA) in the recently published Senior Cycle Review: Consultation Document. PBL can be effective in helping students to reach the learning outcomes of SCPE and to value their Physical Education experience. Provided the cost of implementation is not too great, this should be sufficient justification to offer PBL as part of the post-primary education experience for students within Physical Education lessons and in their broader senior cycle education as a whole. PBL as an ‘umbrella’ instructional strategy is therefore both timely and evolutionary.

This Research to Practice Full Paper analyzes the impact of using a problem-based learning (PBL) approach on student motivation and engagement in an introductory programming course (CS1). Learning programming is a difficult task, and CS1 courses have experienced high dropout and failure rates. Some authors associate this to students' lack of motivation and recommend the use of active learning methods to stimulate their motivation and engagement. Educators have been interested in using the PBL approach, an active instructional method based on problem solving, for its motivational potential. In this context, we surveyed students with the ARCS IMMS and UWES-S questionnaires to respectively measure their levels of motivation and engagement in a CS1 course. Results show that, on the categories of motivation, the PBL approach relates to students' attention and relevance. It also relates to confidence and satisfaction, either positively or negatively, depending on course planning. The approach, on the other hand, does not have much relation with the categories of engagement. Finally, we also found that there must be careful problem design and planning in order to positively relate to student motivation and engagement.

Critical thinking is a higher-order thinking skill that must be fostered during learning. This study aims to provide insights into the achievement of critical thinking skills among students through the implementation of the problem-based learning model in the geometry course. The research methodology employed in this study is descriptive in nature. The participants consisted of 40 Primary School Teacher Education students, who were divided into high, medium, and low-ability groups. Data were collected through written tests and observations. Twelve indicators of critical thinking skills were measured, with ten indicators assessed through written tests and two indicators through observations. The data were analyzed using quantitative descriptive analysis techniques. The study's findings indicate that students' critical thinking skills, as assessed through tests and observations, are considered good in the high, medium, and low groups. This is evident from the average percentages of 83.16% for the high group, 76.40% for the medium group, and 72.08% for the low group, respectively. Students in the high-ability group demonstrated a significantly excellent level of critical thinking skills. In conclusion, applying the PBL model significantly enhances students' critical thinking abilities.

This study aims to enhance students’ understanding of the signs of puberty and develop responsible attitudes through the implementation of a Problem-Based Learning (PBL) approach. Conducted as Classroom Action Research (CAR), the study involved two learning cycles comprising planning, action, observation, and reflection stages. The participants were twelve fourth-grade students at SDN 2 Margajaya. Data were collected through comprehension tests, attitude observations, and interviews. The findings indicate that the use of PBL effectively improved students’ comprehension of pubertal changes and fostered more responsible behavior. Students demonstrated greater engagement during group discussions, completed tasks more independently, and showed increased empathy toward their peers. The application of PBL encouraged active learning, critical thinking, and moral awareness relevant to students’ developmental stages. This study highlights the potential of PBL as an effective pedagogical model in Islamic education to integrate cognitive and character development. By connecting learning materials about human growth with moral values such as gratitude and responsibility, PBL helps students understand personal changes as part of God’s creation, thereby strengthening their spiritual and social maturity.

Many students perceive mathematics as an abstract because it involves development of problem-solving skills. This study employed problem-based learning (PBL) approach to make simple strategies in the teaching and learning process. This study used descriptive-correlational research method. For the school year 2020-2021, 40 Grade 9 students from Calamba City Science High School took the validated adapted-modified three-item examination and answered a researcher-made survey questionnaire. The results showed no significant relationship between respondents’ perceptions of problem-based learning in terms of authentic problem, collaboration, developing expertise, and authentic assessment, and their problem-solving performance in terms of conceptualizing the problem, devising a strategy, implementing the strategy, and reflecting on the solution. The study affirms that the teacher’s expertise in implementing the PBL approach is critical. Further results imply that the learning abilities and techniques of the students have significant impact to the teaching-learning process.

This study, undertaken at the Palestine Polytechnic University in Palestine, describes how problem-based learning (PBL) affects the Students’ Achievement in ‘analog electronics course’. Problems were designed to match real-life situations. Data of the experimental group learning outcome effects, were compared.. It was found that students who followed the PBL method learned to do research, learned better how to work in groups and developed greater confidence. Also what they learned was more of a practical value and they had more positive attitudes and reflected more. This research is in response to the real need to address gaps between employer expectations and higher education outcomes in Palestine.
 In this study, an experimental group of (16) students was examined after studying a course using PBL approach. The students’ achievement was examined before and after the experiment. The research results proved that there is a significant increase in gain in achievement. The PBL has achieved efficiency greater than (80%) in achievement. Also, the PBL has achieved efficiency greater than (1.2) measured with respect to Black’s Gain Ratio in achievement. Also, PBL has achieved efficiency greater than (0.6) measured with respect to McGugian’s Gain Ratio in achievement. The PBL has achieved larger effect size (more than 0.14) on achievement.