Effects of a problem‐based learning program on engineering students’ academic achievements in a Mexican university1

Polanco, Rodrigo; Calderón, Patricia Guevara; Delgado, Francisco

doi:10.1080/1470329042000208675

Cited by 82 publications

(46 citation statements)

References 11 publications

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“…This implies the area and the scopes measured in this study that might also justify this study finding. The study however reaffirmed previous study findings from multiple educational levels and disciplines [18][19][20]. In the context of study in electrical engineering in polytechnics, students in PBL group did not enhance their critical thinking compared to their counterparts in conventional approach.…”

Section: Discussion and Implicationsupporting

confidence: 74%

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The Impact of Instructional Methods on Critical Thinking: A Comparison of Problem-Based Learning and Conventional Approach in Engineering Education

Masek

Yamin

2012

ISRN Education

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Recent research reveals a gap in determining the effect of problem-based learning (PBL) on students' critical thinking ability. Existing evidences from previous research have been equivocal to be deemed conclusive, especially in across multiple educational disciplines. This paper investigates the effect of PBL on students' critical thinking ability, as compared to conventional approach. The study employed an experimental pretest and posttest with control group design. The participants were 53 undergraduate students in electrical engineering course, who attended Electrical Technology Module (ET101) in their first semester. Participants completed the pretest and posttests of the translated version of the Cornell Critical Thinking Test Specimen set. The results suggested that students' critical thinking ability in the PBL group had not been significantly different from their counterparts in the conventional approach group. This paper further discusses the implication of problem-based learning in engineering education.

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Section: Discussion and Implicationsupporting

confidence: 74%

“…This was illustrated in Polanco et al [18] study; PBL did not change the first-and second-year undergraduate students' critical thinking ability in Mexican universities. Similarly, Choi [19] studied the effect of PBL on a Nursing Process Course in a quasi-experimental study.…”

Section: Introductionmentioning

confidence: 71%

The Impact of Instructional Methods on Critical Thinking: A Comparison of Problem-Based Learning and Conventional Approach in Engineering Education

Masek

Yamin

2012

ISRN Education

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“…Literatürde matematik eğitimi alanında probleme dayalı öğrenmeye yönelik yapılan çalışmalar incelendiğinde genellikle akademik başarı (Ali, Akhter, Shahzad, Sultana & Ramzan,2011;Akın, 2009;Ayvacı, 2011;Elshafei, 1999;Eski, 2011;Polanco, Calderon & Delgado, 2004;Özdil, 2011;Özgen, 2007;Uslu, 2006;Usta, 2013), tutum (Biber, 2012;Özdil, 2011;Özgen, 2007;Uslu, 2006) öz yeterlilik inancı (Günhan & Başer, 2008;Usta, 201)) gibi değişkenlerin irdelendiği görülmektedir. Ayrıca bu araştırmaların bir kısmının ilköğretim (Akın, 2009;Ayvacı, 2011;Eski, 2011;Günhan, 2006;Özdil, 2011;Usta, 2013) bir kısmının ortaöğretim (Elshafei, 1999;Özgen, 2007;Özgen & Pesen, 2007;Uslu, 2006) ve bir kısmının ise lisans (Biber, 2012;Liu, 2003;Polanco, Calderon & Delgado, 2004) düzeyi üzerine yoğunlaştığı görülmektedir.…”

Section: Introductionunclassified

The effect of the problem based learning on academic success for the 6th grade students

Uyar¹,

Bal

2015

Pegegog

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This study has conducted to reveal the effect of the problem based learning on academic success in the 6th grade math lesson. The working group of the study consists of 79 students who are 6th grade at Ismetpasa Secondary School in Düzce. The study has been designed in the model of pretest-posttest control group. "Mathematics success test" and "Semi-constructed interview form on the problem based learning" have been applied as data collection tool. Data has been tested with the analysis of both covariance and content. There is an important difference between pretest results and posttest results when the pretest points have been controlled. When the opinions of experimental group related to these learning methods have been examined these opinions provide the permanent learning, improve the success and develop the skills on problem solving.

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“…Studies show that PBL is effective for improving content learning when compared to traditional teaching approaches (Druck-man & Ebner, 2008;Polanco, Calderón, & Delgado, 2004;Taradi, Taradi, Radic, & Pokrajac, 2005). For example, Bottge, Grant, Stephens, and Rueda (2010) reported that students taught using a problem-based learning methodology (specifically Enhanced Anchored Instruction for middle school math) outperformed students taught using traditional math methods.…”

Section: Pbl and Its Affordancesmentioning

confidence: 99%

Examining How Middle School Science Teachers Implement a Multimedia-enriched Problem-based Learning Environment

Liu¹,

Wivagg²,

Geurtz³

et al. 2012

Interdisciplinary Journal of Problem-Based Learning

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This study examined how a group of ten middle school teachers implemented a technology enriched problem-based learning (PBL) environment. The goal was to understand their motivation, document their implementation techniques, and identify factors that teachers considered important in using technology-based PBL tools in their teaching.The analysis identified four factors that provided the impetus for teachers to consider the adoption of technology-based PBL instruction. These factors are (1) the PBL program addresses the teachers' curricular needs and implementing it has campus administrative and technical support, (2) the method is aligned with teachers' pedagogical beliefs, (3) the PBL program offers a new way of teaching and promotes the development of higher-order thinking skills, and (4) the PBL program challenges students in a captivating manner and supports the learning needs of all students. Teachers' implementation techniques with over 1,000 sixth graders were documented in detail with regard to: 1) the teacher's roles, 2) the student's role, and 3) the classroom interactions during the implementation of the PBL program. In addition, a detailed description of contrasting narratives of two pairs of teachers is provided, illustrating the range of implementation techniques that can occur using the same PBL program to allow for individualized instruction to meet different students' needs. The goal of providing detailed implementation practices is to address the lack of "how to" in PBL implementation in K-12 classrooms as indicated in the literature and offer insights and ideas to those interested in adopting and implementing PBL. Findings are discussed within the theoretical framework and implications are provided.

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Effects of a problem‐based learning program on engineering students’ academic achievements in a Mexican university1

Cited by 82 publications

References 11 publications

The Impact of Instructional Methods on Critical Thinking: A Comparison of Problem-Based Learning and Conventional Approach in Engineering Education

The Impact of Instructional Methods on Critical Thinking: A Comparison of Problem-Based Learning and Conventional Approach in Engineering Education

The effect of the problem based learning on academic success for the 6th grade students

Examining How Middle School Science Teachers Implement a Multimedia-enriched Problem-based Learning Environment

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