Problem-Based Learning Approach in Developing Mathematical Skills

Abstract. Perception is a cognitive process that everyone experiences that includes information about their environment, through sight, hearing, appreciation, touch and smell. Another cause that is able to influence PBL is students. Students' perceptions of PBL can influence their learning behavior and have an impact on whether or not PBL is successfully implemented in a learning context. The purpose of this study was to determine the relationship between student perceptions of problem-based learning among first-year students of the Faculty of Medicine, Islamic University of Bandung in the academic year 2023/2024. The subjects in this study were 1st year students of the Faculty of Medicine, Islamic University of Bandung academic year 2023/2024 with a total of 77 respondents. This study used a cross sectional method. The data of this study were collected through a questionnaire of student perceptions of problem-based learning (PBL) with the SPICES model, which previously tested the validity and reliability of the questionnaire. The results in this study showed that students' perceptions of PBL were at a moderate level as many as 39 people (50,6 %). Students' perceptions of PBL can affect their learning behavior and have an impact on whether or not the application of PBL in a learning context is successful. Abstrak. Persepsi adalah proses kognitif yang dialami setiap orang yang mencakup informasi tentang lingkungannya, melalui penglihatan, pendengaran, penghayatan, sentuhan, dan penciuman. Penyebab lain yang mampu untuk memengaruhi PBL adalah mahasiswa. Persepsi mahasiswa terhadap PBL dapat memengaruhi perilaku belajarnya dan berdampak pada berhasil atau tidaknya penerapan PBL dalam suatu konteks pembelajaran. Tujuan penelitian ini adalah untuk mengetahui gambaram antara persepsi mahasiswa mengenai problem based learning pada mahasiswa tingkat 1 Fakultas Kedokteran Universitas Islam Bandung tahun akademik 2023/2024. Subjek pada penelitian ini adalah mahasiswa tingkat 1 Fakultas Kedokteran Universitas Islam Bandung tahun akademik 2023/2024 dengan jumlah responden yaitu sebanyak 77 orang. Penelitian ini menggunakan metode cross sectional. Data penelitian ini dikumpulkan melalui kuisioner persepsi mahasiswa terhadap problem based learning (PBL) dengan model SPICES yang sebelumnya dilakukan uji validitas dan reabilitas terhadap kuisioner tersebut. Hasil pada penelitian ini menunjukkan persepsi mahasiswa terhadap PBL yaitu berada pada tingkat sedang sebanyak 39 orang (50,6 %). Persepsi mahasiswa terhadap PBL dapat memengaruhi perilaku belajarnya dan berdampak pada berhasil atau tidaknya penerapan PBL dalam suatu konteks pembelajaran.

The study investigated the lecturers’ perceptions of problem-based learning (PBL); their attitudes towards PBL, their views of effects of PBL on the learning process and the factors for not employing PBL in their courses. A survey questionnaire was used to collect data from 40 randomly selected lecturers from Takhar University. Descriptive and inferential statistics were used to analyze the data. The findings showed that lecturers had strong positive attitudes towards PBL and they were interested in utilizing PBL in their teaching activities. They were aware of the effects of PBL on the learning process particularly students’ learning. They believed that PBL could help students develop a variety of generic skills, e.g., communication and problem-solving skills, which are necessary for employment. However, most of the participants did not make use of PBL in their courses for various reasons such as large number of students in their classes and lack of appropriate infrastructure. The lecturers’ gender, level of education and years of teaching experiences did not have any significant impact on their responses.

Problem based learning (PBL) has been used for many years and it is one of the effective educational methodologies applicable for distinguished engineering disciplines. It is a widely used student-centric approach through which students get engaged to solve real world problems by research, continuous study, and regular practices along with knowledge utilization during implementation. This study explores the PBL with an advanced computer engineering course of pre-final year students. This study centers around the implementation of a system to solve one of the real-life problems and distinguishes a portion of the difficulties that lie ahead for PBL. Here, to examine the impact of PBL approach for the specified subject, the result of B.Tech. (CE and IT branches) sixth semester students (A.Y. 2019-20 and 2020-21) are considered with various known parameters. Students' feedback is taken at the end of course study. Problem title, hook of the problem, background or history of the problem, clarifying/providing constraints, list of deliverables, strategy to solve the problem, assessment criteria/rubric etc. are provided well in advance to the students to be comprehensible for the problem. Learning sequence sessions are also arranged on a regular basis during problem solving by the facilitator to fill out the gap. As a result, the PBL approach is found to be intended more strongly for engineering students than for other students; in contrast, with traditional MCQ based examination students mostly focus on mug up of concepts rather than implementation and critical thinking. Engineering students are able to work smartly along with hard work, and as a result students have developed their technical skills, collaborative skills, self-learning approach with advanced computer engineering courses. Assessment pattern has changed into advancement with the proposed PBL approach over a traditional MCQ based approach. Continuous assessment is performed on covering all segments of the exam. Results found with traditional approach are contrasted with results found with PBL approach and tracked down that a more prominent number of students had secured more than over average score (>=60%) with the proposed PBL approach and statistically proven for the same. This correlation shows that students are more noticeable and curious about the PBL approach as opposed to robbing up hypothetical ideas and choosing the appropriate answers with a traditional MCQ based approach. In Addition, student’s feedback is observed to be very satisfactory. It has been seen that through PBL, students' retaining level has extremely increased and their learning abilities and understanding level too has improved altogether. PBL plays out a fundamental role for achieving the student's involvement and commitment towardslearning. Logical, critical thinking, teamwork, technical etc. skills for engineering students can be developed effectively with the PBL approach. Keywords— Problem-based learning, Continuous assessment, PBL, self-regulated learning, self-directed learning

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.

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.

Background: PBL (problem based learning) is new active learning educational strategy that has been extensively tested and used in recent years. This study aims to compare students' understanding and knowledge retention when taught through PBL and lecture-based classes and compare PAHS students' perceptions of PBL and lectures in medical education. Methods: This is a cross-sectional study of medical students of a PBL based medical school in Nepal, a non-Western low-income country. Ethical approval was given by the institutional research committee of the Patan Academy of Health Sciences. Understanding and knowledge retention was assessed with 50 vignette-based multiple-choice questions, half of which were taught through PBL sessions, and the remaining half were taught in didactic lectures during basic science years of medical school. A separate pre-validated perception questionnaire was used to assess students' preferences regarding PBL and lectures. Results: Out of 107 students, 99 participated in the understanding and knowledge retention questionnaires and 107 completed perception questionnaires. Understanding and knowledge retention of students was found to be the same for topics taught by PBL and lectures, with median scores of 17 and s16, respectively. PBL were mostly preferred for the physiology (59.81%), pathology (51.40%) and pharmacology (53.27%) concepts, and lectures were mostly preferred for the anatomy (78.50%), biochemistry (45.79%), and microbiology (42.99%) topics. Students wanted the same concepts to be taught through both PBL and lectures, especially for anatomy. Conclusions: Understanding and knowledge retention is the same for topics taught by either PBL or lectures during the basic science years of undergraduate medical education. Students prefer PBL for physiology, pathology, and pharmacology-related concepts, conventional didactic lecture for physiology and microbiology, and a combination of lecture and PBL sessions for anatomy.

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.

2007 Leadership Academy for Educators

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.

Background. This paper presents the findings of a study completed to establish the differences between the lecturers’ and students’ perceptions of a hybrid problem-based learning (PBL) approach in successfully completing a PBL module in the third year of physiotherapy training at Stellenbosch University. Objectives. To assess the perception of the achievement of the PBL benefits, the module outcomes, the barriers to learning and positive aspects of the module. Methods. A theory-based evaluation approach using both qualitative and quantitative methods was used. All students and lecturers involved with the new module were invited to participate in the study. The participants consisted of 37 students and 11 lecturers. The data were collected using questionnaires and focus group discussions for both groups. The different components of the theory (PBL methods) were used as the guiding themes for the analysis of the qualitative data. The quantitative (ordinal) data are presented using descriptive statistics. Results. The results indicated that the module was enjoyed by both groups. The achievement of the generic outcomes for the module produced mixed results. Areas of agreement and areas of differences in perceptions relating to the achievement of the expected PBL benefits are discussed. Conclusion. PBL as a new methodology presents challenges for both groups; however, many of the benefits of PBL, in particular self-directed learning, were achieved. Some areas of shortfall are discussed.

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.

Problem Based Learning (PBL) makes use of real-life scenarios to stimulate students' prior knowledge and to provide a meaningful context that is also related to the student's future professional work. In this article, Paternity testing is presented using a PBL approach that involves a combination of classroom, laboratory, and out-of-class activities: in relation to a fictitious newborn found on the Campus, students design a PCR based protocol to determine their own genotype for two markers. Pooled class genotypes serve to calculate allelic frequencies and to assess Hardy-Weinberg equilibrium. Individual results are also evaluated for possible paternity. The goals of the activity and how each step in the process relates to learning outcomes are presented. Classroom discussions, group discussions, tutorial sessions, wiki sites, laboratory activities, and individual reports sum up the situations, in which the students' process of learning and learning outcomes can be evaluated.

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.

Learning Supply Chain Management by PBL with A3 Report Support