Student Voice

The Benefits for Students of Problem-Based Learning

By Daniel Johnston

Haack and Jambor recently highlighted the high drop-out rates of Engineering students at German universities: quoting that at least one in every three students drops out or changes their course (Haack & Jambor, 2020). Over similar concerns (although with slightly less frightening figures), the UK government has called on universities to reduce their drop-out rates across all subjects (Department for Education, 2019). In Haack and Jambor’s work, the authors highlight the lack of positive performance and lack of internal drive as being among the principal causes for students dropping out (Haack & Jambor, 2020). In their work, the authors propose the problem-based learning method as a potential solution to this problem. While there is a wealth of literature on this approach, for this case study, we focus on that of M.A Almulla (Almulla, 2019)

Many educationalists consider problem-based learning (PBL) to present several strengths by comparison to (what Almulla refers to as) “traditional teacher-centred didactic technique[s]” (Almulla, 2019).With this in mind, this paper studies the impact of this technique on students’ outcomes.

First of all, what is problem-based learning? Dating back to (American pragmatist and educationalist) John Dewey’s ideas of the early twentieth century, PBL centres on the idea that “teachers should ask students to explore and create using their instincts”(Delisle, 1997, as cited in Almulla, 2019). There are believed to be six keystones of this approach (Barrows, 1996, as cited in Almulla, 2019), these are the development of:

  • Hypothetical deductive reasoning;
  • Cognitive flexibility;
  • Self-directed learning skills;
  • Teamwork and collegiality;
  • Self-identification of strengths and weaknesses; and,
  • Habits of self-reflection and self-appraisal.

Based on other authors’ discussions concerning the benefits of PBL, Almulla studies (using feedback questionnaires) the impact of PBL on students’ internal drive, their problem-solving abilities, learning styles, learning difficulties, their broad range of learning skills, and (of course) their academic achievements.

Almulla sought to study a total of twelve hypotheses. The first six of these pose that problem-based learning has a beneficial impact on the following capacities of students.

  • Internal drive for learning;
  • Thought processes in learning contexts (referred to as their “learning thinking”);
  • Ability to benefit from a range of learning styles;
  • Learning difficulties;
  • Transferable skills; and,
  • Academic success.

The remaining six hypotheses investigate the interrelated nature of the six listed factors above (e.g. Increased internal drive for learning has a positive impact on students’ successes, and so on). The research used student feedback questionnaires as the source of data which helped to confirm, or dispute, these hypotheses.

Through a statistical analysis of the survey results, Almulla found that all six listed hypotheses were supported relatively strongly, with students’ responses to the questions gathering around the “agree”-end of the scale.

One issue that the author highlights, is the need for future research into the implementation of problem-based learning. They advise that this further work should result in the development of standardised guidelines. Educators could then follow these to ensure that the positive impacts (found across the body of literature) are seen in their implementations of the approach. Notably, Almulla’s concluding note highlights the potential benefit of research into the response of educators to the problem-based learning method. This last point should also cover the possible constraints imposed on the approach’s implementation in certain circumstances as these can undoubtedly vary depending on factors such as technology, degree course, culture, and learner age groups.

FAQ

Q: How do students' personal narratives and experiences influence their perception of problem-based learning (PBL) and its impact on their learning outcomes?

A: Students' personal narratives and experiences play a crucial role in shaping their perception of problem-based learning (PBL) and its impact on their learning outcomes. When students share their stories and feedback, they provide a rich, multifaceted view of how PBL affects them personally. This student voice offers insights into the emotional and psychological aspects of learning that numerical data alone cannot capture. For instance, a student who enjoys collaborative work might find PBL particularly engaging and beneficial, leading to a positive perception of its impact on their learning. Conversely, a student who prefers individual study may face challenges with the group aspects of PBL, affecting their perception and outcomes differently. By listening to these diverse voices, educators can better understand the varied effects of PBL on student motivation, engagement, and academic success, and tailor their teaching strategies to meet the needs of all learners.

Q: What specific text analysis methods could be employed to analyse student feedback on problem-based learning, and what insights could these methods uncover about the effectiveness of PBL?

A: Specific text analysis methods, such as sentiment analysis, thematic analysis, and natural language processing (NLP), can be employed to analyse student feedback on problem-based learning (PBL). These methods can uncover a wide range of insights about the effectiveness of PBL that might not be immediately apparent from quantitative data alone. For example, sentiment analysis can gauge the overall emotional tone of student feedback, indicating whether their experiences with PBL are generally positive, negative, or neutral. Thematic analysis can identify common themes in student narratives, such as aspects of PBL that students find most engaging or challenging. NLP can delve deeper into the nuances of language used by students, detecting subtle patterns in how they describe their learning experiences. Together, these text analysis techniques can provide a comprehensive picture of student perceptions, highlighting areas where PBL is succeeding and where there may be room for improvement.

Q: In what ways can the integration of Student Voice through forums, open discussions, and feedback platforms enhance the implementation and refinement of problem-based learning strategies?

A: The integration of Student Voice through forums, open discussions, and feedback platforms can significantly enhance the implementation and refinement of problem-based learning (PBL) strategies. By actively involving students in the conversation about their education, educators can gain direct insights into the strengths and weaknesses of PBL from the learners' perspectives. Open forums and discussions provide a space for students to share their experiences, challenges, and suggestions for improvement, fostering a collaborative environment where feedback is valued and acted upon. Feedback platforms that allow for anonymous submissions can also encourage more honest and comprehensive feedback. This continuous loop of feedback and adjustment helps educators to tailor PBL approaches to better fit the needs, preferences, and learning styles of their students, ultimately leading to more effective and engaging learning experiences. Incorporating student voice in this way not only improves the quality of PBL but also empowers students, making them active participants in their education journey.

References

[Source Paper] Almulla, M. A. (2019). The Efficacy of Employing Problem-Based Learning (PBL) Approach as a Method of Facilitating Students’ Achievement. IEEE Access, 7, 146480-146494.
DOI: 10.1109/ACCESS.2019.2945811

[1] Department for Education. (2019, 7 March 2019). Education Secretary warns universities over dropout rates.
Available Here

[2] Haack, M., & Jambor, T. N. (2020, 27-30 April 2020). Influence of Problem-Based Learning on Student Performance. Paper presented at the 2020 IEEE Global Engineering Education Conference (EDUCON).
DOI: 10.1109/EDUCON45650.2020.9125113

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